? LIBRARY OF CONGRESS.? 
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J [SMITHSONIAN DEPOSIT.] 

<§ ^^ — lit 

! UNITED STATES OF AMERICA ! 



REPORT 



OF 



THE DELEGATE 



TO 



%\t dSraaticttal Cut knhu 



OF BUFFALO AND BOSTON, 



TO THE 



COMMISSIONERS OF PUBLIC SCHOOLS 

OF BALTIMOKE, 



AND 



Address on the Teacher's Calling, Nationally Considered, 



Delivered at Buffalo, 



BALTIMORE: 
BULL & T U T T L E 
1860. 



IS 






PREFACE. 



The present pamphlet is the result of a suggestion made by 
a number of friends with whom the writer has conversed, that 
a report of his observations as delegate to the Educational Con- 
ventions recently held at Buffalo and Boston, should he pre- 
pared and presented to the School Board. The reason assigned 
for the performance of such duty is, that the embodied views 
of experienced educators, as they are contained in their lectures 
and expressed in their debates, may be of service to the friends 
of education generally, in affording them, in brief review, the 
plans and purposes of active and efficient agencies that are 
operating in the cause of enlightenment and human progress. 
Especially, it is said, that such may be the result in regard to 
persons actually engaged as co-laborers in the great enterprize. 

The efforts of all intelligent and experienced teachers, tend 
to the development of the true basis upon which our educa- 
tional systems are founded, and the manner in which they 
ought to be conducted. There are important principles that 
underlie those systems, and it is necessary that they should be 
known. Although but few, they are varied in their forms and 
features, and require research and examination. Their illus- 
tration in the exhibition of the theories based upon them, and 
their adaptation to practical use, must always be matters of 
interest to the intelligent mind. 

It is true, the mere rehearsal of acts performed and senti- 
ments expressed, may not be as effective as the actual witness- 
ing of the scenes in which they occurred, which were as inter- 



4 

osting to the mind and the heart as they were attractive lo the 
eye and the ear. But the enlightened imagination, which is 
always ready for its work, in the appropriation of whatever it 
is allowed to act upon, will supply deficiencies, and realize 
much more than is contained in the mere record. It is in such 
view, that this report has been prepared, and it is now sub- 
mitted to the Board in the hope that its embodiment of ex- 
perience with the well-matured theories of practiced educators, 
may be of use in removing difficulties and objections from 
less practiced minds, and encouraging the application of 
energetic labor in a cause involving so many of the dearest 
interests of humanity. 

Office of the Commissioners of Public Schools, 
Baltimore, Sepi 'ember 20, 1860. 



To the Board of Commissioners of Public Schools. 

Gentlemen: — 

The undersigned, having been appointed a delegate to repre- 
sent the Board in the American Normal School and National 
Teachers' Associations, in accordance with the resolutions of 
August 1st, attended the Conventions of these educational bodies 
for the year 1860. Having witnessed and participated in the 
proceedings of those conventions, lam satisfied of their import- 
ance in their relation to the cause of education generally, and 
believing that some knowledge of the subjects examined and the 
results attained, in the interchange of thought by some of the 
best minds of the country, will be of service in our own locality, 
I have prepared and now present you this brief review of the 
labors of the associations. The desire of the Board to be repre- 
sented in our national educational conventions, as it appears in 
my appointment, suggests the propriety and duty of my em- 
bodying briefly, the views and sentiments of gentlemen of en- 
larged experience in the instruction of youth, upon the subject 
of education, which at the jn-esent time is, at least, of equal 
importance with any other that can engage the public attention. 
I proceed with the more interest in the performance of this 
duty, because I am sensible of a certain degree of apathy on the 
part of a portion of our citizens, who seem to be willing to 
leave the cause of public instruction entirely to those who are 
more immediately engaged in it, without considering that 
their own personal services may be of consequence, and of the 
lamentable indifference that prevails among the people of 
the state outside of the city. Did not this apathy and 
indifference exist, the state of Maryland aa^ohM not now be 
without a uniform system of public instruction, while the 
states that were last admitted into the Union, have jjreceded 



6 

)iei' in the enterprise. It must be mortifying to the patriotism 
of a state boasting its connection as one of the original thirteen, 
that wrought so nobly together, in their united wisdom and 
strength, for the success of the declaration of their independ- 
ence, that her younger sisters, which are so far behind her in 
years, should he so many years in advance of her in the work 
of education. While the state is without a general law regu- 
lating the labor of public instruction, and while the people of 
Baltimore are not willing to enter more heartily in support of 
their excellent system of public schools, there is need that 
some unusual effort should be made to excite the interest of the 
population of both city and state, and cause a more general ac- 
tivity on its behalf. Among a portion of the citizens of our 
city and state, public education is popular and very highly 
estimated, and there are thousands of persons who may be num- 
bered among the friends of the cause, who are patronizing it, 
and laboring in various ways for the advancement of its labors 
and prosperity. But the portion of our people that are thus 
disposed, is small in comparison Avith the population, a large 
majority of whom are either opposed to public instruction, or 
indifferent in regard to its success. The number is limited 
even among the friends of the admirable system, which is work- 
ing so harmoniously and successfully in the city of Baltimore, 
who are heartily engaged in its support. Were it not for a few 
among the multitudes of the city, who are actively and ener- 
getically laboring for the advancement of the system, the 
public schools of Baltimore would be a thorough failure. If 
proof of the truth of this declaration is required, it is to be 
found in the fact, that while there are between fifty and sixty 
thousand children of school-going age in Baltimore, the highest 
number that lias ever been enrolled at any one time upon ths 
public school records, is less than thirteen thousand. 

Tn view of the condition of matters thus presented, the ne- 
cessity appears to be absolute, that exertions of extraordinary 
character be put forth, in order to awaken the public interest in 
a still greater degree, and excite the people to united and ener- 
getic action in the support of our system of public instruction — • 
an institution, which next to our religion, is most necessary in 
sustaining our free government, as well as in the perpetuation 



of our prosperity and happiness as a nation. In fact, if rightly 
considered, our intelligence is but a part of our religion, which 
finds a potent adjunct in the schools, and may he rendered yet 
more efficient through their agency. 

It is ardently hoped that the brief comparison presented in 
this paper,, between the educational labors and resources of 
our city and state, and other localities, may be in a degree 
effective in directing the attention of our people to a greater 
extent to our system of public schools, which they may be 
assured is second to none in this country, in the practical work- 
ing of its various departments. In extending the interest of 
our fellow-citizens in our public schools, and engaging their 
personal services in their support, we secure their popularity, 
their prosperity, and enlarge the sphere of their usefulness. It 
is in this way that the success of our efforts may be rendered 
effectual, in the provision of a general and uniform system of 
public instruction for our state. 

Joint Opening- of tee American Normal School and National 
Teachers' A&soctations. 

The American Normal School and National Teachers' Associa- 
tions, commenced their operations in convention, at Buffalo, on 
Tuesday, August 7th, at 10 o'clock A. M., in the spacious rooms 
of the Young Men's Christian Association, which are situated on 
Main street, and in a central part of the city. The two bodies 
were present at the opening, and were welcomed to the city by 
his Honor Mayor Alberger, who delivered an appropriate 
address on the occasion, expressing the interest of the people of 
Buffalo in the great cause of education, and his pleasure in 
using his best efforts to encourage and sustain it. He was 
pleased that the city over which he presided as Chief Magis- 
trate, had been selected as the place at which the joint meeting 
of the two associations was to have been held, and hoped that 
the effort to be made by them on behalf of the interesting sub- 
ject of their concern, would be successful and satisfactory. 

The address of the Mayor was responded to by Professor W. 
F. Phelps, Principal of the Normal School of the State of New 
Jersey, and President of the Normal School Association, and 
by J. W. Bulkley, Esq., Superintendent of the Public Schools 



8 

of Brooklyn, New York, and President of the National 
Teachers' Association. 

Seventeen (States were represented, and there was a delegate 
present from the City of Mexico, and one from Canada. Dele- 
gates were in attendance from Texas ami California. The num- 
ber of Teachers that were present is estimated at twelve hun- 
dred. Two hundred were from Massachusetts, and twenty-seven 
from Maryland. Nearly all those; from Maryland are connected 
with the public schools of Baltimore. 

The meetings of the Convention were well attended, and 
generally opened with prayer. 

First Session of the Normal {School Association, 

Immediately after the preliminary exercises in the opening 
of the session, Professor Phelps took the chair, and organized 
the convention of the American Normal School Association for 
business. His introductory address related especially to the 
history of the association; — its objects and aims were considered, 
and their importance and necessity to the success of education 
in our country. The former labors and future work of the 
body were alluded to, in connection with the difficulties to be 
overcome, aud the future prosperity of the enterprize. The 
discourse Avas founded entirely upon the extensive practical 
experience of its author, and its arguments were conclusive 
upon all the points considered. 

Discussion on the True Order of Studies. 

The first order was the previously appointed discussion of 
the question, "What is the true order of studies?" Considera- 
ble talent was elicited in the debate, during which the order 
of the sciences was presented, together with the order in which 
the human faculties are developed. The lack of adaptation of 
the one to the other, in the work of education, was clearly 
shown. The operations of the school-room were represented 
in the manner of recitation as generally admitted. The con- 
clusion was inevitable that there is no well defined system of 
education founded upon the philosophy of mind, and adapted 
to the mental faculties in the natural order of their develop- 



9 

ment. The admission of this fact after a discussion by the 
most experienced educators in the country, ought to, and per- 
haps it may, lead to the exhibition of the true system upon 
which the youth of the schools should be instructed. This is 
one of the most desirable objects connected with the subject of 
education, and it may be attained by a more thorough exami- 
nation of the present practice, compared with the philosophical 
exhibition and growth of the mental powers. 

Afternoon Session — Lecture. . 

At the second session of the Normal School Association, 
which took place on the afternoon of the first day, Professor D. 
N. Camp, Principal of the State Normal School of Connecticut, 
read a paper on "the relation of Normal Schools to popular 
education. 5 ' The substance of this paper may be presented in 
its decided application to the necessity of the Normal School, to 
the success of any system of education. The relation of the 
Normal School to popular education was rendered apparent, in. 
the necessity of preparing teachers for the proper performance 
of their duties. Without previous training the teacher cannot, 
be prepared for the labors of the office, and without such pre- 
paration on the part of those who assume to be the instructors 
of youth, and are appointed to the charge of schools, popular 
education cannot be sustained. 

This emphatic decision which was logically enforced by Pro - 
lessor Camp, has been endorsed by every experienced educator 
that has examined the subject, as well as by every effort that 
has been made to illustrate and enforce it. No experienced 
educator now hesitates a moment in uniting his voice with the 
universal sentiment, that the Normal School, or normal in- 
struction, given in some way or other, is necessary to the success 
of any and every form in which the educational process may be 
pursued. The ability to impart instruction is not to be re- 
garded as natural with the individual, and if not acquired by 
study and instruction, it must be by experience. 

Interesting Incident— Father Ketchum, 

At the conclusion of the reading by Professor Camp, a very 
interesting incident took place, in the introduction to the con- 



10 

vention by Dr. S. B. Hunt, Superintendent of the Public 
Schools of Buffalo, of Mr. Jesse Ketchuui, a venerable old gen- 
tleman well known in that city, in his title of "Father 
Ketchuui." He is now nearly eighty years of age, and one of 
the best friends of education living in the state of New York. 
He has contributed, in various ways, portions of his large fortune 
to the advancement of religion and education in Buffalo. One 
of his donations to the city is a church, which cost thirty 
thousand dollars. His last gift, recently bestowed, is that of a 
large square of ground, in a beautiful situation, upon which is 
to be erected a building, or buildings, for the use of a Normal 
School. It is Mr. Ketchum's purpose to take the lead in the 
contributions towards the erection of the buildings, and it is 
quite likely, if his life is spared a few years longer, that the 
city of Buffalo may become indebted to him, in its perpetual 
memorial of affection, for a well endowed and efficient Normal 
School. Besides his benevolence, thus exhibited, he is some- 
times engaged in the publication and distribution of useful 
works. The old gentleman made a feeling address to the con- 
vention, in which he said much to encourage the younger mem- 
bers to persevere in the good cause in which they are engaged. 
He assured them that they should be well rewarded for their 
labors, in the satisfaction and mental enjoyment, the conscious- 
ness of having done service to humanity, in the discharge of 
their arduous duties, would produce. A most remarkable 
feature in the character of the venerable man, appears in the 
very low estimate which he places upon his gifts and services. 
He is continually engaged in performing extensive services to 
the community, and yet speaks of his efforts in the most in- 
different tone, as if he conceived they were of a very small con- 
sideration. He allows no one to get through with an intended 
compliment, but always interrupts the speaker by some light 
remark, as if he thought his noble work was not worthy of 
being mentioned. I here in his absence, enjoy the satisfaction 
of saying what could not be said in his presence, and will add 
to it a word in relation to the sentiments of gratitude, which 
the people of Buffalo should perpetuate, through coming genera- 
tions, in a memento worthy of the character and life of so kind 
a benefactor and so good a man. A letter received from him 



.1.1 

since we met at the convention, gives additional evidence of the 
same enthusiastic spirit, so fully exhibited in the assembly 

of his friends. 

Discussion. 

A discussion, which followed, upon the subject of Professor 
Camp's paper, brought up speakers from different parts of the 
country, by' all of whom it was declared in emphatic terms, 
that the Normal School was an universal pre-requisite in all 
educational enterprizes. Arguments were used, showing the 
necessity of united and immediate action in their establishment, 
in connection with all the systems of public instruction in use, 
or intended to be organized. 

While the subject is popular and in active consideration by 
the friends of education, it may be the time for all to strike 
hands in the great issue. Debates may warm up feelings and 
inspire new thoughts and develop new plans, but action — 
action' is necessary to the performance of the work. The best 
school in which to learn this necessity is that of experience, 
and those who have been most actively engaged in the work of 
education in Maryland, have learned in that school. Upon 
this subject our sentiments have long since been settled, and 
we are satisfied that the time has come for us to act, and that 
too with persevering energy, if we would render our labors 
fully successful, in the accomplishment of their intended pur- 
pose. It is clear that the Legislatures of the various states of 
our Union, with but few honorable exceptions, are omitting 
one of the most necessary and important of their obligations to 
the people, in their neglect to provide Normal Schools for the 
training of teachers, for the education of the youth of the Com- 
monwealth. Nor has the general government been mindful 
of its duty in the issue. The time will doubtless come when 
the sentiments of Washington and his compatriots, in relation 
to the education of the people, will be taken up and echoed and 
re-echoed throughout the land. The national system of in- 
struction, or national university suggested by Washington, 
will become prominent in the mind of the future, when the 
greatness of his views and the majesty of his statesmanship, 
shall be placed in overshadowing comparison with the narrower 



12 

policy of the politicians that have succeeded liim. With 
Washington, the recorded suggestion of a national system, by 
which the people were to be educated, was no unmeaning ar- 
rangement of language; nor were the words when spoken an 
empty sound of human utterance, merely intended for political 
effect. He meant what he wrote and spoke, and the day will 
come, if our Republic is preserved in its integrity, when his 
sentiments will be the watchword of the educational arena, 
enunciated from the central organization, and re-echoed and re- 
turned to the American Capital in the shouts of every state in 
the Union. 

E VENINO SESSION — LECTURE . 

In the evening after the opening of the third session of the 
first day, Rev. B. G-. Northrop, of Massachusetts, read an essay 
on "The Relation of Mental Philosophy to Education.** In 
this essay it was shown, that a proper knowledge of the laws 
and action of mind, is necessary to the success of the teacher 
and that the course of study which it is proper to pursue, must be 
adapted to the mental development of the learner. Self-know- 
ledge was declared to be the proper object of the learner's pur- 
suit. It was described as the most difficult, and yet the most 
valuable attainment of the human intellect. To say there can 
be no self-knowledge without self-culture, is a truism which 
does not require much logic to elucidate. The self-command, 
in the use of intelligence, which may become the result of self- 
knowledge, was very properly presented as the aim of the true 
teacher, and exhibited as containing the elements of his suc- 
cess. In the process recommended by the essay, the sensi- 
bilities and affections are not to be neglected in the labor of 
education . 

This mere glance at the essay of Mr. Northrop, will serve to 
show the practical teacher how much depends upon himself, in 
the ordering of his own habits, upon the minds and hearts of 
his pupils. If his knowledge is such as he has always at com- 
mand, and has its influence in enabling him to control his own 
movements, rendering them calm and dignified, and his own 
speech, causing it always to be chaste and appropriate, his 
influence must be potent in the exhibition of good example 



IB 

before tlie school. In such process the teacher will succeed in 
warming out the sensibilities and affections of his pupils, and 
in the pursuit of their education, they must become better as 
well as wiser persons. The hints thus presented may be 
readily appropriated by the thoughtful teacher, and he may be 
sure that nothing shall be lost in their practical use. 

Discussion. 

The balance of the session was occupied in the discussion of 
the subjects presented in the essay, which were considered as 
important and necessary to be properly considered. One of 
the speakers declared that he had been engaged in the labor of 
teaching for thirty-five years, and had not yet seen the man 
that could place the mental faculties truthfully in their order, 
in the process of their development by instruction. 

This was a startling declaration, but it is nevertheless true. 
There is no system of education by which the mental faculties 
are considered in the order of their development, and the studies 
adapted to that order. The knowledge of this fact may tend 
to an approximation towards the true method of study, in re- 
ference to the growth and expansion with the developing pow- 
ers of the pupil. 

Second Day — Morning Session. 

The morning session of the second day was commenced by 
the Normal School Association, at half-past 8 o'clock. The 
labors of the clay were begun at that early hour, to enable the 
Normal School Association to get through with its business, 
and make way for the session of the National Teachers' Associ- 
ation. A portion of the session was occupied in receiving- 
verbal reports and statements from the different Normal Schools 
represented at the convention. The call of the States was 
made, and each responded in its turn as follows: 

Wisconsin. 

The Normal School of Wisconsin was the first in order. — • 
Professor Welch made a statement regarding its origin, 
classification and regulations. The Legislature has autho- 



14 

rized thfl establishment of a Central Normal School which is to 
be the centre of an extensive system of Normal instruction. 
covering the entire state. Normal classes are organized in 
each of the higher public schools and colleges. Two of those 
classes are to be located in convenient parts of the state, for the 
purpose of affording instruction to teachers already engaged in 
professional duty. The School fund of Wisconsin is about four 
million dollars. There is also a University fund of over three 
hundred thousand dollars. It is anticipated that the School 
fund will be greatly increased in a few years. The friends of 
education in the state, have determined that she shall not be 
behind any of the states of the Union, in her educational re- 
sources. The most ample buildings are to be provided. The 
very best teaching talent is to be secured. The largesl amount 
of money is to be set aside as a school fund. The people of 
Wisconsin are to be educated, if there are men and means in 
the land by which it may be accomplished. 

Massachusetts. 

Eev'd Mr. Northrop, of Framingham, Massachusetts, re- 
presented the Normal Schools of that state. There are 
four Normal Schools in Massachusetts — one at Framing- 
ham, one at Westfield, one at Bridge water, and one at 
Salem. Besides these, there is a Girl's High and Normal 
School in the city of Boston. All these schools are in success- 
ful operation, and contributing their share to the stock of 
teachers in the public schools. The number of pupils enrolled 
is over seven hundred, including those in the Girl's High and 
Normal School. Each of the schools has a principal, and from 
two to four assistants. Nearly one hundred were graduated 
as teachers during the past year. The graduates of the Nor- 
mal Schools always make the best teachers, and they are pre- 
ferred before others in all the common schools. Greater efforts 
are now in progress for the increase of Normal School facilities 
than have ever heretofore been made. The state will be able 
in a few years to supply a large proportion of its teaching ele- 
ment from the Normal Schools. 

In addition to the above as stated by Mr. Northrop, I have 
obtained from other sources, information in relation to the Nor- 



15 

mal Schools of Massachusetts which it may be proper to record 
in this report. 

The Girls' High School— The Girls' High School of Boston 
was organized in the year 1852. The High School department 
supplies the means of education in the higher branches of 
study, such as are pursued in the Boy's English High School of 
that city, including all the English branches, with the higher 
mathematics and the modern languages. The Normal depart- 
ment is for the training of teachers. The High School de- 
partment furnishes the pupils, who are not only instructed in 
the art of teaching, but afforded practice in the instruction 
they are required to give the different classes, under the direc- 
tion of the professors. From the Normal department, one hun- 
dred and fifty-seven teachers have been appointed to teach in 
the Grammar and Primary Schools of the city. All these 
teachers are spoken of in the highest terms, by the Boston 
School Committee. The advantages of the school have not 
heretofore "been limited to the citizens of Boston. Applicants 
who have not resided in the city, have not only been admitted, 
but they have been sought after. The school is now so full 
that its privileges will have to be restricted to the city of 
Boston, or enlarged accommodations must be provided. Can- 
didates for graduation are rigidly examined, and they are not 
passed until they are known to possess the ability to impart in- 
struction, The diploma of the graduate relieves her from a 
further examination when applying for an appointment. At 
the examination for the admission of pupils into this school in 
1859, it was considered advisable to lower the standard, which 
some members of the committee regarded as too high for many 
of the applicants. The standard was accordingly reduced, but 
the committee soon learned that the movement was highly in- 
judicious. A large proportion of pupils who were admitted 
upon the reduced scale, were found insufficient for the studies of 
the classes. Instead therefore of the lower, the committee re- 
solved to recommend a higher standard, for future examina- 
tions. The examinations were conducted by written, combined 
with oral questions. Beference is made especially to the de- 
velopment of the mental powers, rather than the overloading of 
the memory with the matter of the text-books. This practice 



16 

is doubtless the result of experience with the Boston committee. 
In the practical test that is made, of the ability of the teacher, 
the fact must be realized, that the higher mental endowment is 
with those who have had their mental powers enlarged, in the 
exercise and vigorous development of their own free thoughts, 
rather than those who have memorized the text-books, without 
that intelligent apprehension, which makes the subject the pro- 
perty of the whole mind and not of the memory alone. The 
number of pupils at present in the Girls' High and Normal 
School, is two hundred and sixty-seven. ' 

School at Framingham. — The Normal School at Framing- 
ham is composed entirely of young ladies. It is under the care 
of a principal together with three assistants. It was the first 
that was organized in the country. It was commenced at Fra- 
mingham in 1839. The number of pupils at the close of the 
year 1858, was 75. The classes are designated by the titles of 
"advanced," "senior/" "second" and "junior." The pupils 
are thoroughly instructed in the various branches taught in 
the schools, as well as in the art of teaching them. The 
philosophy of the human mind is one of the principal subjects 
of study. The pupils who do not give evidenee of a love for 
the profession, and a desire to excel, are privately informed 
that the Board cannot be the agency through which incompe- 
tent teachers are introduced to the public, and they are accord- 
ingly requested to retire from the institution. Applications to 
the principal for teachers are so frequent, from the directors of 
schools in different local ties, that the demand cannot be sup- 
plied. The school is furnished with an excellent library. 

School at Westport. — The Normal School at Westport is con- 
ducted by a principal, assisted by one male and two female 
teachers, and occasionally by some of the advanced pupils. — 
Vocal music and penmanship are taught by occasional profes- 
sors. The whole number of pupils in 1858, was 169. Forty, 
live of these were young men, and one hundred and twenty, 
four, young women. Physical culture lias been introduced into 
the school with success. Regular exercise is made one of the 
duties of both teachers and pupils. Suitable apparatus is to be 
provided for use in this department. The school is doing good 
service in sending out faithful and efficient teachers. There is 



17 

a library belonging to the school. The undersigned has met 
Mr. Ariel Parish, the Visitor of this school, and esteems him 
highly as a gentleman of education and refinement. 

School at Bridgeivater . — The Normal School at Bridgewater, 
is conducted by a principal, with one male and one female as- 
sistant. A music teacher is occasionally in attendance. The 
number of pupils in attendance in 1858, was 89. Thirty-two 
were males and fifty-seven, females. The classes are denomi- 
nated -''Senior," "Middle" and "Junior." The graduates of 
1858, tAventy-three in number, nearly all obtained situations 
shortly after the close of the year. There is a lyceuni and 
library connected with the school. The meetings of the lyceum 
are held weekly, and nearly all the pupils are always in attend- 
ance. The school is represented as being in a very flourishing 
condition . 

School at Salem. — The Normal School at Salem is composed en- 
tirely of young ladies. It is managed by a male principal, and 
three regular female assistants. Occasionally three or four of 
the advanced pupils have been employed as teachers. There is a 
professor of music connected with the institution. The number 
of pupils in 1858, was 119. The number of graduates was 30. 
They are divided into "Advanced," "Senior," "Middle," and 
"Junior" classes. The library consists of over four thousand 
volumes, and is regarded as quite a good one for general re- 
ference and reading. It is furnished with the principal educa- 
tional periodicals of the United States. A cabinet of minerals 
has been provided, together with a number of specimens of 
natural history. Mr. Henry Wheatland, one of the Board 
of Visitors, and the principal, Mr. Alpheus Crosby, are 
known to the undersigned to be accomplished gentlemen, and 
well qualified for the oversight and management of such a 
school. Under their supervision and instructions, if properly 
supported by the state, its success must certainly be secured. 

New York. 

The Normal School of the State of New York, was repre- 
sented by Professor J. W. Cochran, of Albany, the seat of 
the institution. The school was established in 1844, by tire 



18 

Legislature of the State. An act was passed in 1827 direct- 
ing the organizion of a Normal School, but owing to the oppo- 
sition of its enemies, the purpose was defeated. It was sup- 
posed that the establishment of a Normal School, for the educa- 
tion of teachers, would interrupt the prosperity of the colleges 
and universities of the (State. Bishop Potter, of Pennsylvania, 
was the strenuous advocate of the plan proposed and adopted 
hy the Legislature, and the Hon. John 0. Spencer its uncom- 
promising opponent. The efforts of Mr. Spencer were success- 
ful, until after eight years trial, the Superintendent of Public 
Instruction of the state of New York, the Hon. Samuel Young, 
pronounced the plan in use to he an utter aud entire failure, 
and declared most positively that a supply of teachers for the 
public schools, could never be effected by its agency. The 
Normal School was then fully inaugurated. It was liberally 
endowed by the Legislature. A large building for its use was 
erected in the midst of the population of the city of Albany. 
There is a model school taught in a number of rooms, and in 
which the pupil teachers are admitted to the practice of their 
profession. The pupils of the model school, one hundred in 
number, pay for their instruction. In the year 1859, the sum 
of §2, COO was realized for their tuition. The appropriation by 
the Legislature for that year, was $12,000. The number of 
pupils in the institution is 263. The whole number educated 
since the opening of the school, is 3,408. The number of gradu- 
ates, 1,118. 

There is interest in the following information, which 1 add in 
the hope that its record may be of service: 

Division of the School Fund. — It was formerly the custom 
of New York, under legislative enactment, to divide a portion of 
the school fund among such of the colleges and academies of 
the state, as would order the establishment of Normal depart- 
ments for the education of teachers, for service in the profession, 
generally, without regard to the public schools. In order to 
secure their proportions of the fund, the proprietors and direc- 
tors of many of the institutions admitted to the preference by 
the law, induced persons to become pupils, under their instruc- 
tion, who had never entertained the idea, of teaching, and who 
were not at all likely to adopt the profession, after gradua- 



19 

tion. The law admitting so loose an application, was the father 
of its own failure, and with it's discontinuance, the Normal 
School interest in New York was greatly damaged. The expe- 
rience produced by this failure, may he the means through 
which a "better system may he estahlished, although for a time 
it may he a drawback upon the enterprize. The first effect of 
a revulsion is to arrest action, as has been done in this case; 
hut the right must triumph, and no doubt the true plan will 
at length be rendered successfully operative. The Normal 
School at Albany, is now receiving much more attention than 
formerly, and there is the promise of prosperity in its present 
working. It wants a little more life and activity, which will 
be acquired in its progress, and if properly managed in the 
future, it will perform the full measure of its desired services. 
Normal School at Brooklyn. — A Normal School has been 
established in Brooklyn, for the supply and improvement of 
female teachers in the public schools of that city. It has had 
its fourth annual commencement, and is in the full tide of a 
successful experiment. During the past year, four hundred and 
thirty pupils were registered. When the school was first 
established, it met with great opposition from the young ladies 
who were employed as teachers in the public schools, on the 
ground that their time on Saturdays was their own, and the 
School Board had no right to wrest it from them, by the order 
that they should attend the Normal School on those days. It 
was said also, that if they were not competent, the Board ought 
not to have employed them, and if they were, there was no fur- 
ther education necessary. The Board of Education however, 
discovered, that the argument had another side which it was 
their duty to consider, and they presented it in the determina- 
tion to enforce it. They argued fchat there were such things as 
progress and improvement, and that such were needed in Brook- 
lyn, as well as in other places. The result was conclusive. 
The false idea was abandoned by the resistants, and they 
availed themselves of the benefits the school was designed to 
secure them. Forty-five graduates received their diplomas at 
the last commencement, which was held on the 8th of February 
last. The necessity of such an institution was urged upon the 
Board of Education, by J. W. Bulkley, Esq., the laborious 



20 

Superintendent of "the Public Schools, who in his frequent 
visits to the schools, observed the indifferent manner in which 
some of the young ladies performed their duties, and the conse- 
quent lack of improvement in the pupils, which was greatly 
complained of by their parents. The remedy suggested was in 
the better preparation of the teachers for their work, or the 
substitution of others more competent. Opposition at first 
reared its front, and a contest ensued; but the advancement and 
success of the common school enterprize, and the satisfaction 
demanded by the public, in the supply of proper teachers for the 
children of the people, could not be withheld without danger to 
the institution. The Normal School was accordingly ordered, 
and the eminent success it has attained, has converted its most 
formidable opponents into its firmest friends. The occasion of 
the last commencement was one of triumph and congratulation. 
Some of the principal citizens of Brooklyn were in attendance, 
and addresses were delivered by several distinguished gentle- 
men. The exercises consisted in the reading of compositions 
by the graduates, and the delivery of the diplomas, enlivened by 
music at appropriate intervals. The school is now a permanent 
establishment, and its promise of usefulness is all that its 
friends who labored so faithfully in its establishment, could 
have desired. 

There is also a Saturday School in the city of New York. — 
It is conducted in a room provided for the purpose, in the build- 
ing occupied by the Board of Education. In this school the 
younger teachers of the schools meet the superintendents, and 
their teachers, once in each week, and receive from them such 
instruction as they need. 

Connecticut. 

Professor D.N. Camp, Principal of the State Normal School 
of Connecticut, located at New Britain, gave an account of the 
institution under his charge. The principal agency of the 
school is apparent in the effort at professional training. The 
design is to produce teachers of the very best proficiency. To 
accomplish this, Page's Theory and Practice of Teaching, and 
Holbrook's Normal Method, with other works of like character, 



21 

arc made the text-Looks of tlie classes. The development of 
of psychology, as a science, in its connection with education, is 
one of the chief purposes sought to he accomplished. There is 
a model school for practice, which is conducted as a part of 
the institution. It consists of High, Grammar, Intermediate 
and primary school departments. In this school the pupils 
are employed in regular periods, in the actual work of the 
teacher. Before they are allowed their diplomas, they must 
ohtain situations in the puhlic schools, and give practical evi- 
dence of their capabilities and character. They must show that 
they are worthy of the parchment before they obtain it. The 
success of the school is witnessed in the number of its graduates, 
now employed in the public schools of the state. There are 
eighteen hundred school districts in the state, and about one- 
third of the teachers engaged in the schools of those districts 
are graduates of the Normal School, The demand for trained 
teachers is greater than can be met by the institution. 

It may be said of Connecticut, that she has the lead in the 
success of the Normal School. There is no State in the Union 
that has graduated as many teachers in proportion to its popu- 
lation, or that can compare with Connecticut in the proportion 
of Normal School graduates to the number of teachers employed 
in the schools. She can boast of one-third of such graduates to 
the whole number employed in the public service. I have met 
Professor Camp on several occasions, and regard him as an ac- 
complished educator. The school now under his care was com- 
menced in the year 1850, in New Britain. The Hon. Henry 
Barnard was its first Principal. It was first ordered by the 
Legislature, as an experiment, and five years given to test its 
character, and to decide whether or not it should be continued. 
It was found after trial to be essential to the success of public 
education in Connecticut, and established as a permanent insti- 
tution. There is a model school connected with the institution, 
consisting of five hundred and six pupils. The whole number 
of teachers educated in the school since its establishment, is 
1,114. One hundred and thirty-eight completed a full three 
year's course. The buildings are spacious and convenient. 
The model school occupies eight different rooms. There is a 
teacher employed in each room, under whose supervision the 



22 

pupil teachers are directed in the practice of the art of teach- 
ing. Candidates for admission into 1h<> school must present 
the following application: 

"I hereby respectfully signify my desire to procure a certifi- 
cate of recommendation for admission into the Normal School. 
And I hereby declare, that my object in seeking admission to 
the school, is to qualify myself for the employment of a common 
school teacher, and that it, is my intention to engage for such 
employment in this state." 

Upon the receipt of such application, the School Visitors pro- 
ceed to examine the candidate, and if found competent, the re- 
commendation of the Board of Visitors is given. Besides the 
scholastic attainments required, the following qualifications arc 
necessary to obtain the certificate of the Visitors: 

"1st — Purity and strength of moral and religious character, 
and the habit of self-control. 

"2nd — Good health, a vigorous constitution, cheerful spirits, 
and amiable manners. 

"3d — A competent share of talent and information, such as 
the law demands of every teacher., and which the Visitors are 
required by the Act establishing the school, to ascertain by 
actual examination. 

"4th — A love for the occupations of the school-room, a sym- 
pathy with children, and a desire to engage earnesly in a work 
for the more thorough, complete and practical education of all 
the children of the state." 

After admission the pupil can remain in connection with the 
institution three years. Temporary absence for engagement in 
the actual service of teaching is admitted. The experience 
attained in actual occupation, is considered a desirable part of 
the teacher's training. 

Course of Instruction. 

"The course of instruction includes the following studies: 

1st — A thorough revise of the studies pursued in the lowest 

grade of the common schools. 2d — An acquaintance with such 

studies as are usually pursued in Public High schools. 3d — 

The art of teaching and its methods, including the history and 



23 

progress of education; the philosophy of teaching discipline as 
drawn from the nature of the juvenile mind, and the applica- 
tion of those principles under the ordinary condition of the 
common schools." 

The grades are three, and they are represented in the "Se- 
nior," the "Middle" and the "Junior" classes. 

Studies of the Junior Class. 

"Reading, Orthography and Phonetic Analysis; Geography 
and Map Drawing; English Grammar and Composition; Arith- 
metic; Oral and Written History of the United States; Draw- 
ing with Pencil and Crayon; Vocal Music; Declamation. 

Studies of the Middle Class. 

Rhetorial Reading, comprising Analysis of the Language; 
Grammar and style of the best English Authors, their errors 
and beauties; Orthography, with Phonetic and Etymological 
Analysis; English Grammar with Analysis of Sentences; Com- 
position and Declamation; Algebra; Arithmetic reviewed; 
Physical Geography; Physiology and Hygeine; History; Natu- 
ral Philosophy; Astronomy, with the use of Globes; Drawing 
continued; Mechanism. 

Studies of the Senior Class. 

Rhetorical Reading; Orthography and Critical Phonetic and 
Etymological Analysis continued; Composition and Declama- 
tion; Logic; Mental Philosophy; English Literature and Rhe- 
toric; Evidences of Revealed Religion, and Natural Theology; 
Geometry and Trigonometry; Chemistry; Botany and Metcr- 
ology; Rhetorical Analysis of Paradise Lost; Drawing; Art of 
Teaching; Vocal Music. 

If desired, instruction is given in the French, German, Latin 
and Greek Languages, and on the Melodeon and Piano. 

Lectures are delivered on Mineralogy, Geology, Botany, As- 
tronomy, Physiology and the Science of Education." 

The Public Schools of the district in which the Normal 
School is situated, are placed under the instruction and dis- 
cipline of the Principal, as Model Schools or Schools of Practice. 



21 

The pupils <>f the Normal School, visit those schools to observe 
and study the best methods of school organization and instruc- 
tion. The members of the middle and senior classes teach the 
classes of the model schools under the direction of the Profes- 
sors. 

Diploma.-. 

Diplomas are given to such pupils as pass an examination in 
the studies of the senior class, and afford evidence of the pus- 
session of some practical talent, as a teacher of the schools of 
practice. 

Vacations are allowed for attendance on Teachers' Institutes 
and Conventions. 

Rhode Island. 

The Rhode Island Normal School, located at Providence, was 
represented by Mr. Tillinghast, one of the graduates of the in- 
stitution, who is now engaged as one of its teachers. The 
school was started as a private enterprise, and its success 
having rendered it an object of public notoriety, it was deter- 
mined that it should be placed under the patronage of the state. 
It is now a state institution. The names of seventy pupils are 
upon the roll. The number of graduates last year was thirty. 
The graduates are admitted as teachers of the public schools. 
The school does not supply the number required. 

Normal School at Bristol. 

Besides the above, I have learned, that the institution now- 
known and deservedly popular as the Rhode Island State Nor- 
mal School, was opened in Providence in the year 1852, by H. 
Greene and Dana P. Colburn, Esqs., as a private institution for 
the training of teachers. Two years after, an application was 
made to the Legislature, to take the school under its patronage, 
and convert it into a state organization. The application was 
responded to favorably. The school is now under the control 
of the state. It is located at Bristol. 

Government of the School. 

The Normal School of Rhode Island is under the control of 
a Board of Trustees, of which the Governor of the State and 



25 

the Commissioners of Public Schools are ex-officio members. 
The other members of the Board, five in number, represent the 
different counties of the state. The Board of Instruction con- 
sists of a principal and two assistants. Both assistants are 
females. The terms of admission, grades, courses of study, 
&c.j are similar to those of the Normal School of Connecticut. 
The pupils. of the advanced classes are required to exercise 
themselves in teaching, before the whole school, subject to the 
open criticism of both teachers and pupils. Conversational 
lectures are given by the teachers, on the subjects of instruction, 
and topics connected with the life and duties of the teacher. 
In the conversational lectures, the pupils are allowed to take 
part, and^to ask such questions as they may desire. The pupils 
are required to exemplify, in their own conduct, the order, 
punctuality, neatness, &c, of good scholars, and exhibit in 
their own behavior the character the children should imitate. 
Diplomas are given to graduates, who sustain themselves in all 
respects in ihe institution, and afford evidence of ability and 
probable success in the management of a school. 

Mr. Dana P. Colburn. 

The school was unfortunate during the past year in the loss., 
by death, of its principal, Mr. Dana P. Colburn, to whom it is 
indebted for much of its character and excellence. In an ac- 
quaintanceship of several years with Mr. Colburn. I esteemed 
him as an accomplished instructor and a most estimable man. 
He was ardently devoted to the cause of Normal Schools, and 
labored for their permanent establishment, in connection with 
our systems of public education. His zeal in this behalf was 
fully evinced by his activity in his attendance upon School 
Conventions, &c, for the purpose of adding to his experience 
in contact with other minds. The state will embalm his me- 
mory in the affections of the people, both upon her official re- 
cords, and in the erection of a monument in memorial of his 
services. 

Ohio. 

Mr. Holbrook, of Lebanon, Ohio, spoke for the Normal School 
interest of that state. He stated that there was but a single 



26 

Normal School in Ohio although there were Normal depart- 
ments in about fifty schools of the State. The Normal School 
at Lebanon is a private institution, and does not receive support 
from the Legislature. The school was organized under the 
patronage of an association ordered by the State Government, 
but the arrangement did not long continue. The school is 
graded in two departments, one of scholarship, in which the 
various branches of the school sciences are taught and reviewed , 
and one in which the professional skill of the pupil-teacher is 
tested. The special object of the institution is to give 
instruction in the professional department, the other only being 
preparatory to it. in the scholastic department, the students 
are required to practice the art of teaching in their own classes. 
This arrangement is supposed by some to be much better than 
that in which the Model School is required for the practice of the 
students. In teaching their own classes, it is believed, that there 
is a higher development of the teaching art, than there can be in 
the effort to instruct the classes of the Model School. The mem- 
bers of the class being more advanced in study than the pupils 
of the Model School, and of the same grade of the practising 
member, require a more vigorous mental effort and closer 
application, by means of which the teaching demerit is deve- 
loped to a greater extent. The fear of criticism operates as a 
stimulus to a more lively exertion, as well as in the exhibition 
of a more determined purpose. The school is in a very 
prosperous condition, the number of students is 375. The last 
graduating class consisted of twenty. 

Discussion. 

Private Enterprise and Public Patronage. — The novel cha- 
racter of the school at Lebanon, in its being a private institution, 
considered in connection with its eminent success, induced con- 
siderable discussion, in which, the representatives of different 
States participated. One of the representatives from New York 
raised the question, whether it would not be much better to 
separate the Normal School interest entirely from the state 
patronage, and render it altogether a matter of local and private 
character. The idea of personal speculation and rivalry was 



27 

introduced in connection with the success of the school at Le- 
hanon, and claimed to he the principal element of its prosperity, 
Maryland took conservative ground in the debate, and argued 
that a single instance of success should not he admitted as suffi- 
cient to settle a question of such grave character and impor- 
tance. An instance was upon record, and had been introduced 
to the notice of the convention, in which the private enterprize 
had failed, and the state had to be called upon to intervene and 
save the institution. Another instance was known, and had 
been considered in the same connection, in which the institution 
that had been given up by the state and pronounced a failure, 
was taken in hand as an individual effort, and rendered success- 
ful. The Ohio institution itself is an example of this sort. 
The proper points to be illustrated in the discussion,, to render 
it of practical benefit, were those in which it could be shown how 
far the patronage of the state could be admitted, in its connec- 
tion with the individual enterprize, that the means of support 
partially administered, might be united with personal exertion, 
and the best result produced. It is believed that this conserva- 
tive idea may be practically evolved, in associating the state's 
authority and partial patronage, with the individual enterprize, 
in the form of a chartered college, with a competent Faculty of 
Instructors and Board of Trustees. Professorships in the 
different departments of Normal instruction, with authority to 
give diplomas in graduation, and certificates of proficiency, 
may be assisted by grants from the state, and prosperity insured 
to the enterprize. The proposition seemed to be favored by the 
Convention, although no definite action was had upon the 
subject. 

The following is the form of a charter prepared by the 
undersigned some two years since, but for want of a proper 
faculty of instruction, it was not carried into operation. In con- 
versation with gentlemen, interested in the discussion of the 
subject, the fact that such charter had been prepared was men- 
tioned, and desiring that copies should be furnished them, 1 
insert it here, for the purpose of complying with the request. 
It may be of use in the suggestion it presents: 



Form of Charter for a College fob thk Instrivtiox of 

TeAC!HERS. 

An act authorizing the organization and establishment of a 
( 'allege in the < 'ity of Baltimore for the Instruction of Teachers, 
mnt for the elevation of the Art of Teaching into a Profession. 

Section I. (Names to be inserted,) 
and their successors are hereby appointed and constituted 
under the law of the State of Maryland authorizing the same, 
a corporation and body politic, by the name and title of "The 
Maryland College for the Instruction of Teachers,' ' and as 
such shall be authorized and empowered to receive, by dona- 
tion, bequest, or otherwise, hold, and alienate property, per- 
sonal and real, to sue and be sued, answer and defend in any 
Court of Law or Equity, and may ordain and establish such 
by-laws and regulations, as shall appear necessary and proper 
for the management of the affairs of the corporation, and shall 
not be contrary to the laws of Maryland, or of the United 
States; and the same to alter and renew at pleasure; and may 
have and use, and at pleasure change, a common seal; and 
generally may do any act or thing necessary or proper to carry 
into effect the provisions of this charter, and to promote the 
object and design of the corporation. 

Section 2. The beforemeutioned persons and their succes- 
sors, the number of whom shall net at any time exceed thirteen, 
and five of whom shall be a quorum for the transaction of busi- 
ness, shall constitute a Board of directors for the management 
of the affairs of the corporation. Vacancies that may occur in 
the said Board of directors, shall be filled alternately as they 
take place, by the Legislature of the State, and by the said 
Board; and if it should not be deemed advisable by the Legis- 
lature to take any part in the rilling of said vacancies, the 
board of directors shall have power to fill all the vacancies as 
they occur. Three members of the faculty of instruction here- 
inafter to be provided for, shall be members of the Board of 
directors. Vacancies occurring by the removal or otherwise, of 
any of the members of the said faculty, shall be filled out of the 
remaining members of the said faculty, by the Board of 
directors. 

Section 3. The object and design of the corporation shall 
be, to give instruction in any of the branches and departments 
of education, that may be pursued in schools, colleges and 
universities, and to authorize persons legally to pursue the 
profession of teaching. 



20 

Section 4. In the pursuit of the said object and design, the 
corporation shall have power to organize and establish such 
chairs or professorships, and appoint the titles and duties of the 
same, as may be deemed advisable; and the professors of the 
several chairs so organized and established, shall constitute a 
faculty of instruction, with authority to deliver lectures and 
other instructions, upon such terms as they may appoint, to 
hold commencements and confer diplomas in the several de- 
grees usual in colleges and universities, upon such students of 
the college, as they shall be satisfied upon examination, have 
become proficient in the studies pursued by them, under the 
direction of the faculty; and the said faculty shall have power 
to confer such honorary degrees, as are usual, upon such teach- 
ers as may have distinguished themselves in the profession, 
and in their judgment may be entitled to the same. 

Section 5. .The said faculty of instruction shall be authori- 
zed . and empowered to confer the degrees of Bachelor of In- 
struction, (Baccalaureus Pneceptionis,) Master of Instruc- 
tion, (Magister Pneceptionis,) and Doctor of Instruction, 
(Doctor PrseceptioniSj) upon any students of the college that 
upon examination shall afford satisfactory evidence that they 
are qualified to perform the duties of the teacher, in the several 
branches and departments of instruction pursued in the college; 
the same degrees, or either of them, may be conferred by the 
faculty upon any practical teachers, who after a service of not 
less than seven years, may have distinguished themselves in 
the profession; the instructions of the faculty may be given, 
and the degress in their proper form conferred upon the stu- 
dents and others of either sex. Vacancies in the faculty of 
instruction shall be filled by the Board of directors and facultv 
of instruction in joint meeting. 

Section (i. The corporation shall have power to organize, 
whenever it may be deemed necessary or desirable, a Board of 
visitation, to be composed of persons residing in any part of the 
State of Maryland, and to appoint the duties and powers of the 
same. The said Board of visitation shall hold an advisory re- 
lation to. the college, and shall have power to make and alter 
at pleasure, such rules and regulations as may be required for 
its own government, such rules and regulations in all cases to 
conform to the by-laws, rules and regulations of the Board of 
directors, and of the faculty of instruction. Vacancies in the 
Board of visitation shall be filled by the Board of directors. 

Chairs of Instruction to be established in the Maryland 
College, for the Instruction of Teachers: 

1 — Theory and Practice of Teaching, including Morals and 
the Principles of Government. 



2 — English Literature. Its History. Grammar, Rhetoric, 
Elocution. 

3 — Classical Literature, including the Oriental and Modern 
Languages. 

4 — Mathematics, Elements of Arithmetic, Through Calculus. 

5 — Physical Sciences; Chemistry, Natural Philosophy. Geo- 
graphy, physical and linear; Music. 

6 — Graphics, Penmanship, Drawing, Painting in Water and 
Oil Colors, Book-keeping. 



New .Jersey. 

The State Normal School of Now Jersey was represented in 
the person of the Principal, Professor Win, F. Phelps, who 
gave a description of the school, in the working of the Normal 
and Model School departments. He stated that the State of 
New Jersey was not willing to change its relation to its Normal 
Schools. The question was settled by the decisive action of the 
Legislature, upon a hill that had been introduced to abolish the 
schools. When put upon its passage it received three votes. 
while all the other members voted emphatically in favor of sus- 
taining the institution. 

The Normal Department of the State School of New Jersey, 
is located at Trenton. It is thoroughly a state institution, 
although private personal liberality has contributed considera- 
bly to its support. The Normal and Model School departments 
are conducted in the buildings at Trenton, while there is n 
preparatory school at Beverly. The school at Beverly was 
established upon a gift of a lot and building, valued at one 
hundred and twenty thousand dollars. It was secured to the 
state by the will of the late Paul Farnum, Esq., of that place. 
This school is a valuable adjunct to the institution at Trenton, 
It is in a highly prosperous condition, and promises good service 
to the state. 

Visit to the School at Trenton. 

In connection with the statement of Professor Phelps, I will 
add other information, which I have obtained from him upon a 
visit to the institution at Trenton. The buildings are in the 



31 

form of a cross. The passages, drawing, reception, janitor's and 
cloak rooms, library, &c, being in the stem, and the study and 
recitation rooms widening from the stem into the transepts. 
Each building is three stories high from the ground. The 
basements are used as cellars and are occupied by furnaces, &c. 
There are six recitation rooms, besides cloak and toilet and 
other rooms, on the first floor of the building, occupied by the 
Normal School. In the second story there is a large room, 
called the assembly room, which seats 240 pupils, besides 
which there are two recitation rooms, a reception room, library, 
four toilet and cloak rooms, two for each sex, halls, &c. • In the 
third story there is a large hall oyer the assembly room, and of 
the same size, which is devoted to lecturing purposes. Besides 
the lecture room, there are departments occupied in drawing, 
recitation, for apparatus, etc. As indicated in the arrange- 
ment, the students are engaged through the day in study, reci- 
tation, practice and attending lectures. The teaching process 
is conducted m the division of the session, into periods of about 
one hour each, in which teachers illustrate the various subjects 
which the pupils are summoned to recite. The subjects are 
those embraced in the' several school sciences. Lectures are de- 
livered at stated times, on different subjects, especially in illus- 
tration of the principles of education, and the management of 
schools. During the didactic exercises, the students are required 
to observe closely the habits and movements of the teachers, 
and are called upon frequently, to express their views upon vari- 
ous subjects and plans of teaching. When familiar with the 
process to be pursued in communicating instruction, they are 
allowed practice in the Model School. The practice is pursued 
under the inspection of the permanent teacher of the class, who 
takes occasion to correct the errors of the novice, and point out 
the true method to be used. During the entire pursuit, the 
student is encouraged to watch closely the development of his 
own faculties, and observe how the suggestion of ideas causes 
the evolutions of thought, in the unfolding of the mysteries of 
science. 

Model School.— The building occupied by the Model School, 
has on each of the first and second floors six recitation rooms, 
besides the necessary halls, cloak rooms, &c. The recitation 



°0 

.!_. 

rooms accommodate 40 pupils each. The third floor is arranged 
for drawing and philosophical and chemical experiments, and 
with a lecture room 56 by 7.~> feet. The Model School is sup- 
plied with pupils from the city. The classes of this department 
arc graded according to proficiency. They include all the 
studies of the schools — from the Primary department to the 
higher studies of the High School. 

Teachers. — The number of teachers employed in the Normal 
School proper is 10. Number in the Model School Id. Num- 
ber regularly employed in the preparatory department, at Be- 
verly, 7. 

Pupils. — The number of pupils in the Normal School during 
the last season whs 140 — 43 males and 97 females. The num- 
ber of graduates was 38. Number in the Model School, 321. 
Number in the Preparatory School, 139 — 60 males, 70 females. 

Diplomas. — The diploma of the Normal School certifies that 
the graduate has been a certain number of years in the institu- 
tion, has completed satisfactorily the course of* studies, has 
maintained a blameless reputation, and is entitled to the highest 
honors of the school. It is signed by the Superintendent and 
all the Professors. The maximum <>f character and scholarship 
is 100. The highest actual average attained is 96: the lowest 
76. There were 26 graduates. 

The pupils of the Model School are graduated into the Nor- 
mal department. In the graduation the maximum of character 
and scholarship is 100. Among twelve graduates, the highest 
number attained was 93; the lowest 81. 

Examination. — The examination of the Normal graduates 
was conducted in the following branches: Physical Greography, 
Intellectual Philosophy, Drawing, Geometry, Science of Educa- 
tion, Art of Teaching; Algebra, Architecture, Natural Philoso- 
phy, Rhetoric. Moral Philosophy, Written Arithmetic, Plead- 
ing, Grammar. 

[OWA. 

Professor 1_). P. AVells spoke in behalf of the Normal School 
of Iowa. This school is connected with the State University. 
It is the department of the institution which was established for 
the preparation of teachers. There were.<89 pupils in the Nor- 



mal department last year of whom six were graduated as teach- 
ers. The course. of instruction, like that of the school at Le- 
banon, Ohio, includes the various branches of scholastic study, 
requiring the students to teach the classes of which they are 
members, under the supervision and criticism of the regular 

instructors. 

In connection with the statement of Professor Wells, I may add 
that while all the other departments of the University were dis- 
continued temporarily, it was deemed of sufficient importance 
to the cause of education to induce extraordinary exertions in 
behalf of the Normal School, for the purpose of continuing it 
in operation. During the suspension, over sixty pupils were 
instructed in the Normal School. 

Pennsylvania. 

Professor J. R. Wickersham, principal of the Pennsylvania 
State Normal School, located at Millersville, read a paper en- 
titled "Normal Schools necessary to the building up of the pro- 
fession of teaching." The points presented in the paper are 
the following: 1 — Teaching is not now a profession. 2 — Teach- 
ing has just claims to such a position. 3— That no agency ex- 
cept Normal Schools can constitute teaching a' profession. 4— 
The Normal School can effect this end. 

Discussion. 

In a discussion that ensued upon the paper of Mr. Wicker- 
sham, it was declared by the representative of New Jersey, that 
good teachers had been produced who had never seen the inside 
of a Normal School. A delegate from New York gave his 
opinion that the teaching faculty, like the gift of the poet, 
must be inborn, and that the most that any school could do 
was to develope the native power of the subject. Genius was 
declared to he native, not acquired. 

The argument, as pursued by Maryland, regarded the native 
property as needing development, and that education would 
accomplish its work in drawing out the inborn character, 
although there were but little of it apparent in the subject. 
Genius itself needs education and direction. The sickly, maw- 
kish affectation, and the erratic assumption sometimes digni- 



34 

fied in the application of the term genius were utterly unworthy 
of fcbe name. The proper idea of genius is in the true de- 
velopment of tho man, whether the teacher, the poet or the 
mechanic. 

Adjournment. 

Alter the passage of resolutions commemorative of the dis- 
tinguished attainments and services of the late Cyrus Pearce, of 
Massachusetts, and Dana P. Colburn, of Rhode Island, the Con- 
vention adjourned to give place to the Convention of the Na- 
tional Teachers' Association. 

Result. 

The labors of the American Normal School Association must 
result in benefit to the cause of education generally. The train- 
ing of the teacher for the responsible duties of the office is a 
necessity that is as imperative as anything can be. The builder 
can erect a palace without serving an apprenticeship and learn- 
ing his trade, as well as the person that assumes to be the 
teacher can properly draw out the advancing qualities of the 
child without instruction. The teacher must be educated in 
the profession and trained in its practice. The Normal School 
Association is rendering these truths more and more apparent 
every annual session. The combined talent of its membership 
is working up the theory in a manner that is thoroughly scien- 
tific, in the discovery of what is true, in its various features, as 
developed by actual observation. As the facts in nature dis- 
close the scientific theory, so the practice of the normal opera- 
tor develops the plan upon which the school is to be conducted. 
In associated labor the great work will be accomplished and 
avc may confidently anticipate the elevation of the teacher's oc- 
cupation to the position it should occupy as a profession. My own 
view of this subject, as before stated, is different from those of 
more experienced teachers, but it is believed to be the true one. 
It is the combination of the individual enterprize with the state 
patronage in a regularly ordered college, with its different 
professorships and a well ordered government by a Board of 
Trustees. Our medical schools are ordered in this way, and 
by their agency the occupation of the physician is made a 



35 

profession. After a regular course of instruction in the various 
departments into which the art of teaching may be divided, 
diplomas may be granted by the faculty and certified by the 
trustees. The title of the graduate may be ordered in accord- 
ance with the character of the profession. The Magister 
Prceceptionis and the Doctor Prceceptionis may become as honor- 
able titles as those of the Artium Magister, the Doctor Medi- 
cine, or the Legum Doctor. 

Besides this desired purpose of elevating the teacher's avo- 
cation, the dissemination of sound views on the subject of edu- 
cation must result from the efforts of the association. The 
associated talent of the teachers of our country in effective oper- 
ation must be productive of the best results. 

Visit to Toronto, Canada West — Normal School. 

In connection with the above notice of the proceedings of the 
American Normal School Convention, in which I have endea- 
vored to render the account as practical and useful as possible, 
I may refer to my visit to Toronto, in Upper Canada, and my 
examination of the Normal School located in that city. 

The establishment of a Normal School in connection with the 
system of public instruction, as pursued in Upper Canada, was 
considered by the authorities or government in the year 1836, 
but it was not until the year 1847 that the necessary arrange- 
ments were completed for opening the institution. The school 
was commenced in the Government House, Toronto, and con- 
ducted there until suitable buildings were provided. The corner 
stone of the new building was laid by the Earl of Elgin on the 
2nd day of July, 1851. It was completed and the school 
removed into it on the 24th November, 1852. The grounds 
consist of seven acres. They are architecturally laid out and 
divided into walks and grass plats beautifully arranged and 
elegantly ornamented with trees, shrubbery and flowers. The 
location is in the heart of the city, three fourths of a mile from 
the northern shore of Lake Ontario, on a site that overlooks the 
city, and the lake as far as the eye can see. The site itself is 
an open square, bounded by Church street on the east, G-oold 
street on the south, Victoria street on the west and Gerrard 



36 

street on the north. The cost of the ground and building as 
at first erected was $100,000. An additional building was 
erected in 1858 fronting on G-errard street. It is in the rear of 
the old building which fronts on Goold street, facing the south. 
The original building has a front of 184 feet and is 85 feet deep. 
The style of architecture is Roman Doric, surmounted by a 
Doric cupola 95 feet high. The schools were removed into the 
new apartments on the 15th of May, 1858, leaving the old 
building for use in the establishment of a school of Art and 
Design. The ground work of this school of Art and Design is 
laid upon an extensive scale. The apartments allotted to its 
use are spacious and convenient, and it already exhibits a fine 
display of works of Art in sculpture, painting, &c. The offices 
of the Chief Superintendent of Education in the Province and 
his clerks and agents are in the building. Various articles 
used in schools, such as mathematical and other apparatus, 
globes, &c, are manufactured under the superintendence of the 
department. Specimens are exhibited for inspection and sale 
in rooms appropriated to the purpose. The books used in all 
the public schools are published under the same superin- 
tendence. They are kept for supply and sale in the building. 
Orders for the apparatus and books, &c, are sent from all pails 
of Canada by the heads of both public and private schools. 
Besides the supply of the schools authorized officially by the 
government a large and somewhat profitable trade is thus 
carried on. The object of the department is not, however, to 
realize profit from its supplies, but merely to meet the expenses 
incurred in the manufacture of the articles and publication of 
the books. The entire institution, including all its depart- 
ments of education, manufacture and publishing, is under the 
supervision of the Rev. Dr. Ryerson, Chief Superintendent of 
public instruction in Upper Canada. The residence of Dr. 
Ryerson is in the vicinity of the institution, and it is visited and 
inspected daily by him. The general management of the in- 
stitution is committed to a council of public instruction ap- 
pointed by the Crown. Its immediate government is in the 
hands of the Chief Superintendent of Education. 

The Normal School as now conducted consists of the Normal 
department proper, and a male and a female Model Schools. 



37 

The Normal School proper is entitled the school of instruction; 
its students are called teachers in training. The plan of in- 
struction is by lectures. The students are instructed in the 
principles of education, and are taught how to teach in the use 
of the best methods of communicating knowledge to the youth- 
ful mind. The age of admission ranges from 16 to 30 years. 
Female students are admitted at 16, male students at 18. 
The sessions are semi-annual. The winter session commences 
on the 8th day of January, and closes on the 22d of June. 
The autumn session commences on the 8th day of August, and 
closes on the 22d of December. No student is admitted without 
a certificate of good moral character, dated within three months 
of the time of presentation, and signed by the minister of the 
religious denomination to which the applicant belongs. 

Departments of Instruction. — The departments of instruction 
are two. They are termed the junior and senior divisions. 
To be admitted into the junior division the applicants must 
read the English language fluently; parse any common sen- 
tence of prose composition according to any recognized author- 
ity; write legibly and correctly; give the definitions of geogra- 
phy, and exhibit a general knowledge of the relative positions 
of the principal countries of the globe with their capitals; the 
oceans, seas, rivers and islands of the world. They must be 
acquainted with the fundamental rules of arithmetic, common 
or vulgar fractions and simple proportion. Besides giving 
evidence of the above qualifications, the candidates are required 
to sign a declaration of their intention to devote themselves to 
the profession of school-teaching, and state that their object in 
coming to the Normal School is the better to qualify themselves 
for the important duties of the profession. No charge is made 
for tuition, or books, and the sum of one dollar per week, pay- 
able at the end of the session, is allowed them, provided that at 
the end of the first session they shall be entitled upon exami- 
nation to a first class provincial certificate. The pay of future 
sessions is regulated in like manner by proficiency attested by 
the class certificates. 



38 

Junior Clash. 

The second class certificate, which entitles the holder to 
entrance into the first or junior class, requires that he or she 
shall pass the examination as follows: 

(1) — English. Eead Prose with correct emphasis, intelli- 
gence and inflexion of voice; understand rules of Spelling; gen- 
eral principles of the Philosophy of Grammar; analyse and 
parse any Prose sentence; principal Greek and Latin Roots, 
prefixes and affixes; Prose Composition on any simple subject 
with correct punctuation, &c. 

(2) — Writing. Write a bold rapid running hand. 

(3) — Geography. Give the relative positions of all the coun- 
tries of the globe, with their principal cities and physical 
features; the islands; Hodgin's Geography of Canada. Mathe- 
matical and Physical Geography as taught, in Sullivan's Geo- 
graphy generalized. 

(4) — History. General History of the World from the Cre- 
ation to the present time, as sketched in the 5th book of les- 
sons; Chronological Chart. 

(5) — Education and the Art of Teaching. The general prin- 
ciples of the Science of Education; General Plan of School 
Organization; Practice of Teaching, as exemplified in junior 
division of the Model School. 

(6) — Music. Lilian's System. 

(7) — Book-Keeping . The Rudiments. 

(8) — Arithmetic and Mensuration. Notation; Numeration; 
Fundamental rules in different scales of Notation; Greatest Com- 
mon Measure; Least Common Multiple; Prime Numbers; Frac- 
tions, Decimal and Vulgar; Proportion, Simple and Compound; 
Practice; Percentage, including Simple Interest; Insurance; 
Brokerage; Square and Cube Roots; Mensuration of Surfaces 
Mental Arithmetic. 



39 

(9) — Algebra. Definitions, Addition, Subtraction, Multipli- 
cation and division. Use of Brackets; Decomposition of Trien- 
nials; Eesolution into Factors; Involution; Square of Multinomi- 

n 

als; Expansion of (a_|_b) .; Evolution; Greatest Common Mea- 
sure; Least Common Multiple; Fractions; Interpretation of 
Symbols o, a 

— — co, and =; Simple Equation. 

o o 

(10) — Euclid. Books I and II., with exercises, (Potts.) 

(11) — Natural Philosophy. Properties of Matter; Statics; Hy- 
drostatics; Dynamics and Hydronamics; Human Physiology. 

Senior Class. 

The ordinary first class certificate is intended for advance- 
ment, and is preparatory to the first class provincial certificate 
of honor, which is the graduating certificate. The ordinary 
first class certificate is that of the senior division, and requires 
an examination in the following: 

(1)— Read Poetry and Oratorical Addresses with fluency and 
expression; Principles of Reading; Science of Language; General 
Grammar Analysis and Parsing of Sentences in Prose and Verse; 
Changes of Construction, Structure of Propositions and Senten- 
ces; Etymology; Changes effected in Roots; Correct Letter- 
writing as regards Composition and Mechanical Arrangement: 
Composition on any given Subject; History of the Origin and 
Literature of the English Language. 

(2) — Writing. As before. 

(3)— Geography. Use of the Globes, (Keith;) Geography of 
England, Ireland and Scotland, United States; British Colo- 
nies, (Hodgins;) Rudiments of Physical Geography, (Somer- 
ville;) Structure of the Crust of the Earth. 

(^—History.— Histories of England and Canada; Philosophy 
of History. 

(5)— Education and the Art of Teaching. The science of edu- 
cation as applied to the teaching of common schools; methods 
of teaching the different branches; practice thereof with senior 



40 

division of the Model School; organization of central schools; 
dimensions and structure of school-houses; furniture and ap- 
paratus. 

(6) — Music: Hullah's System. 

(7) — Drawing. Facilities in making perspective outline 
sketches of common objects. 

(8) — Book-Keeping. Single and Double Entry. 

(9) — Arithmetic and Mensuration. RevieAv Past Subjects of 
Junior Division; Discount; Fellowship; Barter; Equalization of 
Payments; Profit and Loss; Alligation; Compound Interest; An- 
nuities; Positions; Progressions; Logarithms and Applications; 
Intellectual Arithmetic; Mensuration of Surfaces and Solids. 

(10) — Algebra. Review Past Subjects of Junior Division; 
Indices; Lands; Quadratic Equations; Indeterminate Equations: 
Arithmetical, Geometrical and Harmonical Progression; Ratio; 
Proportion; Variation; Permutation; Combinations; Binomial; 
Theorem; Notation; Decimals: Properties of Numbers: Con- 
tinued Fractions; Experimental Theorem; Logarithms; Alege- 
braic Series; Cubic and Biquadratic Equations. 

(11) — Euclid. Books III, IV, VI, and Definitions of Book 
V. Exercises on six books. 

(12) — Natural Philosophy. Heat; Light; Electricity; Galvan- 
ism; Magnetism; Optics and Acoustics; Vegetable Physiology: 
General view of Geology. 

(13) — Chemistry. Constitution of Matter; Chemical Nomen- 
clature; Symbols; Laws of Combination; Chemical Affinity; 
Chrystalization; Oxygen; Nitrogen; Carbon, Sulphur; Phospho- 
rus; Chlorine; Calcium; Alluminum; Silicon; Potassium; 
Sodium; Iodine; Manganese; Magnesium; Iron; Lead; Fluorine: 
and other principal compounds; Nature of Soils of Organic 
Bodies: Germination of the Seed; Development of the Plant; 
Source of Carbon, Hydrogen and Nitrogen, &c, in plants; Pro- 
ducts of Vegetable Growth; Woody fibre; Gum; Starch; Sugar: 
Gluten, &c; Cultivation of Plants; Composition and Formation 
of Oils; Mineral Constituents of Plants; Action of Manures, &c. 



41 

First Class Certificate of Honor. 

For the first class certificate of honor the candidate must 
possess the following additional qualifications, and have exhi- 
bited satisfactory evidence of his ability to impart instruction. 

(I.) Each candidate must have held an ordinary first-class 
Provincial certificate for one year. 

(II.) He must give evidence of having been a successful 
teacher. 

(HI.) He must pass a satisfactory examination in the fol- 
lowing studies in addition to those required to obtain an ordi- 
nary first-class certificate. 

(1.) English History and Literature. 

(2.) Canadian Geography and History. 

(3.) Outlines of Ancient, Modern Geography and History. 

(4.) Latin Grammar and books IV, V, and VI of Cesar's 
commentaries. _ 

(5.) Outlines of Geology and Astronomy. 

(6.) Science of Teaching, School Organization, Manage- 
ment, &c. ■ 

(T.) Logic, Mental and Moral Philosophy. (Whately & 
Stewart.) 

(8.) Algebra; General Theory of Equations; Imaginary 
quantities. (Colenso.) 

(9) — Euclid. Books XI and XII, (Colenso'n and Simscm's.) 

(10) Trigonometry as far as the solution of plane triangles^ 

(Colenso.) 

(11)— Inorganic Chemistry, (Gregory's new book.) 

(12)— -The Principles of Book-keeping, Music and Drawing. 

Text-Books. 

The books used in the school are the following: — National, 
first, second, third, fourth and fifth hooks; Sullivan's Spelling- 
Book and Geography Generalized: National English Grammar; 
National Art of Beading; National Arithmetic; National Book- 
Keeping; National Mensuration; Somerville's Physical Geogra- 
6 



42 



phy; Pott's Euclid; Colenso's or Looinis' Algebra; Tomlinson's 
Rudimentary Mechanics; Fownes Rudimentary Chemistry; Hul- 
lah's Manual of Music. Art Examples in the Department of 
Science and Art; Slate; Note Books; Writing-Books. 

Certificate op Qualification — Normal School for Upper 

Canada. 



This is to certify that John Mills, 
having attended the Normal School 
during the first (or second) session of 
1860, and having been carefully ex- 
amined in the several branches named 
iu the margin, is hereby recommended 
to the Chief Superintendent of Educa- 
tion, as eligible to receive a first (or 
second) class certificate of qualification 
as a Common School Teacher in Upper 
Canada, according to the "Programme 
of the examination and classification of 
Common School Teachers," revised by 
the Council of Public Instruction, on 
the 17th day of December, 1858. 



Head Master 



Second Master. 

c ^-^ ^ In accordance with the fore- 

< l. s. > going recommendation, and 

£ ^-^ ) under the authority vested in 

the Chief Superintendent of Education, 

by the 44th section of the Upper Canada 

School Act of 1850, (13th and 14th 

Victoria, chapter 48,) I do hereby grant 

to John Mills, a first (or second) 

class certificate of qualification as a 

Common School Teacher of the grade 



Standing 

iu the different branches. 
No. 1 being highest. 

Spelling 

Reading 

Grammar 

Composition 

English Literature 

History 

Geography 

Education 

Writing 

Drawing 

Music 

Book-keeping 

Arithmetic 

Algebra 

Geometry 

Mensuration 

Natural Philosophy 

Chemical Philosophy 

Chemistry 

Aptitude to Teach 

Conduct 



and standing above indicated, which certificate shall be valid 
in any part of Upper Canada until revoked by this department, 
(or for one year as in case of second class certificates.) 

Dated at the Education Office, Toronto, this 22d day of 
June, I860. 

E. Ryerson. 

Chief Superintendent of Education for Upper Canada. 



43 

Lectures and Examinations. 

Courses of lectures are delivered in the two departments — 
junior and senior, by the head and second masters. Each 
master has his department and lecture-room. The examinations 
for entrance and advancement are rigid, and require consider- 
able time. The periods alloted to each are as follows: — (1) 
Botany, time 3 hours to answer 12 questions; (2) Education 
and Art of Teaching, one hour and a half, 16 questions; (3) 
Book-keeping, one hour and a half, 16 questions; (4) Composi- 
tion — Themes given, one hour and a half, 3 themes; (5) Alge- 
bra, one hour and a half, 18 questions; (6) Grammar including 
Parsing, 3 hours, 33 questions; (7) Practical Arithmetic, three 
hours, 27 questions; (8) History — general English and Cana- 
dian, 3 hours, 40 questions; (9) Geography — general and Ca- 
nadian, 3 hours, 33 questions; (10) Geometry, one hour and a 
half, 9 questions; (11) Mensuration and the Rudiments of Me- 
chanics, one hour and a half, 12 questions. 

Each of the two classes is separated into two divisions for 
convenience in instruction and examination. An examination 
upon the previous lecture always precedes the delivery of the 
succeeding one. 

Model School. 

The model school is divided into two departments, the male 
and the female. They are conducted on opposite sides of the 
building, with a hall between them, and entirely separated 
from each other as in the Normal department. They use 
different yards on different sides of the building. While the 
Normal school is called the school of instruction by lecture, the 
model school is called the school of instruction by practice. 
The pupils of the model school are taught and encouraged to 
give practical effect to the instructions they receive. Eacli 
school is divided into three classes, and each class is ordered to 
consist of fifty pupils. The popularity of the school, however, 
renders it necessary that more should be admitted. The classes 
at this time average about sixty each. The inhabitants of the 
vicinity insist that their children shall be admitted, and the 
chief superintendent is willing to oblige them to the extent 



II 

allowed by propriety. There is a fee charged for tuition of 
20 cents per week, which is payable in advance every Monday 
morning. Reports by the principals, with money, are sent to 
the office of the superintendent every Tuesday morning. 

Departments. — The departments in which the school is con- 
ducted consist of a large room for each of the sexes, with a 
class-room and a gallery for each; bonnet and hat rooms, and 
retiring rooms, one on the male side for the master, and one 
on the female side for the mistress. The galleries are rooms 
furnished with seats, that rise one above another to a height 
of six or seven feet, so as to bring the heads of the children in 
the rear above those in front, that they may all be in full view 
of the teacher. Explanations and recitations in nearly all the 
studies, are conducted in those galleries. The recitations are 
altogether unlike those that are allowed after the lesson has 
been committed to memory by the pupil. They are conversa- 
tional in their character, and frequently produce considerable 
mental excitement in the pupils. In their desire to excel, they 
become animated to a high degree, and exhibit in their coun- 
tenances and actions, the satisfaction the} r enjoy when they are 
able to answer the question propounded by the teacher. Not- 
withstanding the animated condition of the children, and the 
movements occasioned by it, there is excellent order maintained 
in the classes. Noise is a thing almost unknown, and the class 
is under such discipline as brings it to silence, and renders it 
motionless in a moment, and by a single sign from the teacher. 
The following is the schedule of studies as pursued by the 
classes in their several divisions. 



45 
Schedule or Time Table. 



HOURS. 


DIVISION. 


STUDIES. 


A. M. 

9 to 9.30 


I. 

II. 

III. 


Morning. 

Reading in School-room. 
Natural History in gallery No. 1. 
Grammar in gallery No. 2. 


y.30 to 10 


I. 

II. 

III. 


Geography in gallery No. 1. 
Practical Arithmetic. 
English, Canadian or general history, 
in gallery No. 2. 


10 to 10.25 


1. 

II. 

III. 


Grammar in gallery No. 1. 
Reading in school-room. 
Algebra classes 4, 5, 6, 7, gallery No. 
2; classes 1, 2, 3, class-room No. 2. 


10.25 to 10.35 




Intermission. 


10.35 to 11 


I. 

II. 

III. 


Writing in school-room. 
Mental Arithmetic, gallery 1. 
Geography, gallery 2. 


11 to 11.30 


I. 
II. 

IIT. 


Reading in school-room. 

Spelling, gallery 2. 

Theory and Practice of Arithmetic. 


11.30 to 12 


I. 

II. 

III. 


Calculator, gallery 1. 
Theory of Arithmetic, gallery 2. 
Classes 1, 2, 3, 4, Spelling, gallery 1 
classes 5, 6, 7, Book-keeping. 



4fi 



HOURS. 


DIVISION. 


STUDIES. 


P. M. 
1.30 to 2 


I. 

II. 
III. 


Noon. 

Object or Thinking Lesson, gallery 1. 

Grammar, gallery 2. 

Drawing or Singing in school-room. 


2 to 2.30 


I. 

II. 

III. 


Drawing on slates in class-rooms. 
Scripture Lessons, gallery 2. 
Drawing or Beading in school-room. 


2.30 to 3 


I. 

II. 

III. 


Arithmetic, gallery 1. 
Writing in school-room. 
Mental Arithmetic, gallery 2. 


3 to 3.30 


I. 

II. 

III. 


Reading in school-room. 

History, English or Canadian, gall'y 1 . 

Domestic Economy and Physiology. 


3.30 to 4 


I. 

II. 
III. 


Home.* 

Geography, gallery 1. 

Writing in school-room. 



°The first class is composed of small children, and they arc allowed to return 
home half an hour before the other classes. 



47 

On Wednesday afternoons from 2.30 to 3.30 the classes are 
exercised in calisthenics. 

Several periods on Friday afternoons are devoted to calisthe- 
nics and gymnastics in the boys' department, and to calisthe- 
nics and needlework in the girls' department. The school is 
opened by reading a portion of the Scriptures, singing and 
prayer. There is a library connected with the school, from 
which divisions II and III are allowed to take books on Friday 
afternoons. 

The first period on Monday is occupied by the Principal in 
receiving the tuition fees of pupils. 

The galleries and class rooms on either side are numbered 1 
and 2 and the divisions of the classes, seven in number are 
taken into them at different periods, according to the arrange- 
ment of the schedule. The large room, which is denominated 
"the school room," is that appropriated to the principal. It is 
used for the assembling of the pupils' for slate practice, writing, 
drawing, &c. While a teacher has a division of a class in the 
class room or gallery, the other divisions are in the study 
room. The principal "alternates in the use of study and class 
room and gallery with the other teachers. Reading and sing- 
ing lessons are frequently conducted in the study room by 
several divisions or classes together. Text books are but 
seldom used. The lessons are given out by the teacher in 
familiar explanations of rules, &c, during which the pupils are 
required to repeat the same after the teacher. Questions are 
frequently asked during the lesson which the aptest scholars 
are very ready in answering. The memory is assisted in this 
way while the thinking process is encouraged. 

As I was admitted into all the rooms during recitation I had 
an opportunity of observing the manner in which the lessons in 
spelling, reading, geography, grammar and arithmetic were 
conducted, besides the objects lessons in some of the studies. 

Sjielling. — In spelling, the word is given out by the teacher 
in a distinct enunciation and required to be written by the 
pupils on slates. In some instances the word is spelled by the 
teacher, and immediately followed by the imitation of the 
the pupils. In the higher department of spelling, or rather in 
etymology, pupils are required to name roots with prefixes, 



48 

affixes, &c. Reading lessons are conducted with close atten- 
tion to points, accent, emphasis, pauses, and with elocutionary 
expression, the teacher frequently reading- and requiring its 
imitation by the pupils. 

Heading. — In reading the voice of every child is distinctly 
heard by all the members of the class, who arc engaged in 
watching closely for mistakes that they may have the credit of 
correcting them. The organs of the voice are trained for 
proper expression and clear enunciation. This is effected by 
constant practice, during which ,the corrections of the teacher 
are applied. 

Geography. — Geography is taught principally in the use of 
the map with a hemispherical block to represent the rotundity 
of the hemispheres. The equator, divisions of the zones, lati- 
tude and longitude are represented; and countries, cities, towns, 
capitals, rivers, mountains, are pointed out, with descriptions 
in their physical character, and political and civil relations, — 
every thing in fact in the geographical relations is communi- 
cated to the class, in familiar language, by the teacher, who in 
continual inquiries demands a repetition of his language by 
the pupils, together with answers to such original questions as 
may be suggested. Arithmetic, grammar and history, are 
taught in the same oral method, accompanied with exercises on 
the blackboard, and characteristic illustrations and explana- 
tions. Slates are freely used in nearly all the studies, upon 
which the pupils Avrite their lessons, and work their questions 
in arithmetic. 

Object Lesson. 

One of the most interesting events of the visit was an object 
lesson, by a class composed of little girls from six to ten years 
of age. Having heard of the perfection to which those lessons 
had been advanced in the model school I was desirous of wit- 
nessing the exercise. The teacher readily complied with the 
request, and desired that I should make choice of the subject. 
As there was a large number of pictures representing the 
various departments of school study placed in grooves against 
the walls entirely surrounding the room 3 I asked if the exercise 
could be conducted in Natural History. The question was an- 



49 

swered affirmatively, and a picture chosen upon which a camel 
and a cow were represented. Questions were asked relating to 
the class of animals to which the camel belong, the character and 
habits of those animals; in what they are alike, in what unlike; 
the peculiarities of the cow and its uses; those of the camel, 
and the countries in which it lives. The little pupils descri- 
bed, with surprising accuracy, the qualities that adapted the 
camel to the climate and condition of the countries it inhabits, 
its use in bearing burdens and in crossing the deserts, the pe- 
culiarities of its stomach, in the cells of which the animal 
carries water sufficient for a supply for several days, the adap- 
tation of the cushion-like arrangement of its foot to the sand or 
dust of the desert. The answers were generally promptly 
given, and if there was any hesitation in the class it was re- 
moved by the encouraging voice and manner of the teacher. 

Lesson in History. 

The recitation of the class in history was so perfect, that I 
was induced to ask the teacher what text-book she used. "I 
have no text-book," was the reply. "Iinean," said I, "the 
text-book you use in the preparation for the lesson." She 
answered, that she used all the books on history that she could 
procure in preparing herself for the conversational lecture, in 
which she communicated the facts and their relations to the 
pupils. The whole system of the school seemed to me to be a 
sort of conversational story telling process, in which the minds 
of the hearers were kept in continual excitement, and the inter- 
est prolonged by their being made parties in the free inter- 
change of thought. 

I was not only pleased but very much profited by my hurried 
examination of the educational process as pursued in the 
school; so much so, that the desire by which I was impelled to 
the first visit has been very much quickened for a second and 
more prolonged inspection. The interest of the occasion was 
not limited to the school-rooms. There is much to please and 
excite in the other departments of the institution. The 
museum, with its specimens of sculpture, paintings, &c; the 
gallery, with its models of various character; the school of art 
7 



50 

and design; the library; all presented attractions, and afforded 
the means of study of the most pleasing and improving nature. 
I cannot close this part of my statement without making the 
record of my obligations to the Rev. James Porter, local super- 
intendent of the Public Schools of Toronto. He appropriated 
nearly an entire day in conducting me through the different 
departments of the institution, and explaining with great free- 
dom and kindness the various objects of interest contained in 
them. The principals and .assistant teachers of the Model 
School are gentlemen and ladies of the most intelligent and 
polite character. Without admitting of more than a moment's 
interruption in the process of study and recitation, they in all 
cases complied with my requests, by an exhibition of the 
classes in the regular order of their arrangement. Immedi- 
ately upon the expression of the wish to hear a recitation, it 
was procceeded with in the most obliging manner, not only 
affording satisfaction, but exciting admiration in the issue. 
I had met Mr. Porter at the convention in Buffalo, and my 
interest in the schools of Toronto was much increased by his 
statements in relation to their organization and plans of study. 



National Teachers' Association — First Day — Afternoon 

Session. 

The Nurmal School Association having adjourned at one 
o'clock, P. M., on the 8th day of August, the third annual 
convention of the National Teachers' Association was organized 
at 3 o'clock. The meeting was opened with prayer; after which 
the President, J. W. Bulkley, Esq., of Brooklyn, read his an- 
nual address. He alluded to the objects of the Association in 
the elevation of the profession of teaching, and the advance- 
ment of the cause of public education in our country. He re- 
ferred to the organization of the body, and showed its adapta- 
tion to the purposes for Avhich it had been instituted, and the 
need that everywhere exists of the kind of service it is intended 
to perform. A brief sketch was presented of the educational 
interests of the country, in which it appeared that they were 



51 

in such a situation as to require the attention and persevering 
labors of the friends of the great cause; without which it can 
never be arranged into a regularly working system, and ac- 
complish the purpose for which it is designed — the education of 
the people and the production of benefits and blessings that 
may result therefrom. 

Interesting Scenes. 

The President had scarcely resumed his chair after the de- 
livery of his address, when a pupil of one of the Public Schools 
of Buffalo, Master Gildersleeve, advanced upon the platform, 
and in the name of the ladies of Buffalo, presented him with a 
bouquet composed of the most beautiful and fragrant flowers of 
the season. Master Gildersleeve is the son of the talented au- 
thoress, Mrs. C. H. Gildersleeve, at present one of the edi- 
tresses of the Home Monthly Magazine. No doubt the project 
was designed by the mother of the boy, and may be recorded 
among the sweet poetic efforts which have rendered her name 
popular among the literary records of the age. To the fine 
little speech of the child, President Bulkley made a most ap- 
propriate reply, closing with the hope that the way of the boy 
might be strewn with flowers, that in after life he might look 
back and bless the woman that scattered them there. 

The footsteps of the little retiring orator were yet heard 
upon the platform, when six young ladies, pupils of the public 
schools, were introduced, and sang a song of welcome to the 
Association. The sweet voices of the little choristers made 
most delightful music, which was listened to in breathless 
silence by the large audience in attendance. The introduction 
of the youthful subjects of the Association's interests as co- 
laborers in the cause, and the mingling of flowers and music 
with their services, presented a scene of most touching elo- 
quence. It drew tears from many an eye and heart the sympa- 
thies of which could not be restrained. 

American Journal oe Education. 

Resolutions were presented recommending the American 
Journal of Education, published by the Hon. Henry Barnard, 



52 

of Wisconsin, as the most complete and comprehensive educa- 
tional periodical published in the English language, and pledg- 
ing the Association to its support in the effort to extend its 
circulation. The sentiments of the resolutions were heartily 
responded to by representatives from Massachusetts, Maryland , 
New York, the District of Columbia, Pennsylvania, and South 
Carolina, and they were unanimously adopted by the conven- 
tion. This journal is known to the undersigned to be worthy 
of all that is declared of it in the resolutions of the Association. 
It is the embodiment of a large amount of information which is 
necessary to the successful prosecution of the labors of the 
teacher, and contains the record of theories and experiences that 
are invaluable to him in the performance of his arduous and 
responsible duties. The work ought to be in the possession of 
every friend of education in our states. 

Evening Session — Lecture on the Scholarship of Shakspeare. 

The second session of the Association was commenced at 
half-past 7 o'clock in the evening. Professor North, of Hamil- 
ton College, delivered a lecture on the "Scholarship of Shak- 
speare." The design of the lecturer was to controvert the gen- 
erally received opinion in relation to the scholarship of Shak- 
speare, and to show that he was familiar with classical know- 
ledge. The commonly admitted idea that he was not acquainted 
with the Latin and Greek languages, affords arguments in oppo- 
sition to the necessity of their study in order to attain a position 
of high distinction in literature. It . therefore is supposed, as 
we think erroneously, to militate seriously against the pursuit 
of those studies in the schools. The leading points of the 
lecture were drawn from the social position of the family of 
the great dramatist in connection with the era in which he 
lived; and from the fact that Shakspeare himself was a 
teacher; from the choice of his subjects and the manner in 
which he treated them. The lecturer jocularly remarked that 
the opponents of classical learning in denying that Shakspeare 
was classically educated, made as great a mistake as Sinbad, 
when he supposed that a whale's back was an island. 
Such may possibly be the case, but it may be suggested that 



58 

the result of the comparison, if continued to its conclusion, 
might have been as disastrous in the one case as in the other. 
Had Sinbad's little hark been run upon the back of the whale 
it is quite likely that the result would have been as fatal as if 
it had been run upon the island. The lecture possesses great 
interest, and is remarkable for its ingenuity, but it is alto- 
gether speculative in its character. In the entire absence of 
facts upon Avhich to base the lecturer's argument, and of any 
allusion to classical authors in the writings of the great bard, 
it can never be shown that he was classically trained, or pre- 
tended in the least degree to such learning. The utility of 
Latin and Gfreek in the studies of the schools can never be 
proved by Shakspeare's attainments as exhibited in his writings. 

Poem — The Gods. 

The exercises of the evening were closed after the recital of a 
poem on "The gods," by Mr. Chester, of Buffalo. The effort 
of the author was to show that the gods of the ancient heathen 
were not the only ones that were worshipped by mankind; nor 
were they more numerous than those that claim the homage of 
modern worshippers. The gods and goddesses of fashion, 
gambling, intemperance, and other follies and vices were well 
portrayed, and the poem if properly applied, might be render- 
ed as useful as an effective sermon upon the subjects treated in its 
arguments. 

Second Day — Mokning Session — Discussion. 

After prayer and the transaction of some necessary business 
on Wednesday morning, the subject of "Oral instruction and 
the use of text-books," was introduced for discussion. The 
question was discussed by representatives from Massachusetts, 
Maryland, New York, Ohio and South Carolina. Several gen- 
tlemen from each of the states of Massachusetts and New York 
spoke upon the subject. It was clearly shown in the debate 
that the text-book is but the instrument in the hands of the 
teacher by means of which his work is to be performed; and 
that without his own living thoughts in explanation, it can 
rarely be rendered successful in the mental training of the 



•VI 

pupil. The main argument of Maryland was opposed to the 
use of the text-book as the chief agent of instruction. Its op- 
position was based upon the mechanical effect of the memorizing 
system as generally pursued, in committing the lesson to memory 
and reciting it without sufficient explanation and illustration 
by the teacher, so that the pupil can understand and appreci- 
ate the subjects of his study, and realize the fact that know- 
ledge is power in the actual use that he may be rendered capable 
of making of it. The faults of the text-books were exposed in 
the definitions frequently given, which cannot possibly be un- 
derstood by the youthful learner, but operate as impediments 
in his pursuit of knowledge. 

The subject was by no means exhausted in the debate, and it 
was considered advisable to appoint a committee to prepare a 
paper upon it, to be read and discussed at the next annual 
meeting of the Association. 

Lecture — Our Educational Ancestry. 

Professor Edwards, principal of the Normal School of Mis- 
souri, was next introduced, and delivered a lecture on "Our 
Educational Ancestry." The object of the lecturer appeared 
to be the tracing of the educational process in the hands of the 
vast variety of its agents and operatists from the earliest times. 
The past was presented in vivid contrast with the present, in 
which the institutions of freedom in our country were viewed 
in their connection with the educational pursuit. Notwith- 
standing the estimate by the teacher of his own personal insig- 
nificance, he is in the line of a glorious succession, and is 
bound to transmit to posterity unimpaired the bright inherit- 
ance he enjoys. The history of the past is written; its great 
events are recorded. The memory of the great and good is one 
of the greatest treasures that lias been bequeathed us by our 
ancestry. In the turns of fortune's wheel our commerce may 
be interrupted, our trade destroyed, our railways and shipping 
interests obliterated, our free institutions impaired, but the 
proud memorial of by-gone times which appears in the chain, 
ters and deeds of our worthy sires can never be taken from us. 
There was encouragement in the remarks of the lecturer for the 



55 

teacher of the most obscure district or neighborhood, to proceed 
and persevere in the faithful performance of his duty, and to 
aim high in the pursuit of his profession. The record of his 
name and labors upon the pages that contain those of his suc- 
cessful and honored predecessors, should be a sufficient stimu- 
lant for the employment of all his powers in the great and 
glorious Avork. 

Afternoon Session — Discussion — Adult Education. 

A discussion upon the subject of "Adult Education" was 
the first matter introduced at the afternoon session. The debate 
was conducted by representatives from Massachusetts and New 
York. The remarks of the speakers related chiefly to evening 
schools, which were shown to be necessary, in order to afford 
the means of education to men already engaged in business, 
and to the younger members of society who are following 
closely upon them in their entrance upon the responsibilities of 
life. It was represented that in New York both men and 
women of nearly sixty years of age were to be found in the 
Evening Schools, and that a very large class of the inhabitants 
of that city must remain in utter ignorance as far as their 
scholastic education is concerned, without the opportunities 
they afford. In some parts of* Massachusetts the ages of the 
pupils in tlie Evening Schools ranged from fifteen to sixty 
years. . Many of the men had been drawn into the schools by 
the law which requires every man to be able to write his name 
before he can be allowed to vote. 

The time allotted to this subject was limited, and several of 
the members that were expected to engage in the debate were 
prevented from the performance of the service. Enough was 
said, however, to show the importance and necessity of schools 
for the education of persons who have had the misfortune to 
reach the maturer years of life without being able to write or 
read. In every large city there are persons in this situation; 
and although they have neglected the duty in former years^ 
and are greatly to be condemned for it, and perhaps deserve to 
bear the ills their own neglect and indifference have brought 
upon them, yet is it not only becoming in the better informed and 



56 

more favored of fortune, but it is their absolute duty to provide 
for them the means by which they may receive instruction in 
the more ordinary and necessary branches of education. Al- 
though the persons of this class have shamefully neglected 
their duties to themselves and to the community, yet it is cruelty 
in their more fortunate neighbors to refuse to contribute of 
their ability to their relief in a matter of so much importance. 

Lecture — Philosophy of Education. 

At the conclusion of the brief debate on adult education, 
Professor Wells, superintendent of the public schools of 
Chicago, Illinois, delivered a lecture on "The Philosophy of 
Education." The material of this lecture was furnished by the 
actual performances of the school-room. It was presented 
chiefly in the attention of the pupils to be secured by the 
teacher in recitation and in the habits of the school-room, by 
which all its performances are regulated. The extent of the 
time during which the attention of a class can be obtained was 
estimated at forty-five minutes. This was given as the general 
average as rendered in the experience of several eminent educa- 
tors. The correction of bad habits and the substitution of 
those of better stamp JLn their place, was considered as of the 
highest importance. The professor dwelt with emphasis upon 
this part of his subject, and endeavored to enforce it by refer- 
ences to individual instances in which the results were fortu- 
nate or disastrous, as the habits of the parties were good or bad. 
The consideration is trite but it is not the less important on 
that account. The lecturer might have dwelt upon the fact 
that the habits of the school have much to do with determining 
the character of the pupils. If the habits are good or bad, 
those of the learners will probably be like them. And a 
lesson to be learned by the teacher in this respect is one of per- 
sonal importance. It has respect to himself and should lead 
him to the proper consideration of his responsibility. The im- 
portant lesson thus to be considered by the teacher arises from 
the fact that it is himself that makes the habits of his school. 
He is the author, therefore, of the good or bad results that fol- 
low his efforts. And what is as well to be considered in such 



57 

a connection is, that it requires but little more care and trouble, 
in the exercise of discipline, to produce the good habits than it 
does to admit of the bad ones, to say nothing of the annoyance 
of the bad habits to both teacher and pupils. 

Commemorative Eesolutions — The Late Paul Farnum, Esq. 

Professor Phelps, of New Jersey, presented a series of resolu- 
tions commemorative of the character and liberality of the late 
Paul Farnum, Esq., of Beverly, New Jersey, who had deceased 
during the year. The proper place for the passage of such 
resolutions was in the Normal School Association, but by an 
oversight in the press of business that body was allowed to ad- 
journ without attending to the duty. Mr. Farnum had con- 
tributed a large amount of money for the purpose of estab- 
lishing a preparatory department to the state Normal School, 
and was an honorary member of the Board by which the in- 
stitution is governed. The resolutions were supported by 
representatives from Massachusetts, New Jersey, New York 
and Maryland. They were unanimously passed by a rising 
vote. During the remarks on the resolutions relative to Mr. 
Farnum, Mr. Grildersleeve, of Buffalo, referred to the gift of 
$20,000 by Mr. Jesse Ketchum, of that city, for the purpose of 
establishing a Normal School. It were well that the veterans 
in the same good cause should be thus linked together. The 
one has gone to his reward, the other may yet do additional 
service to the good cause before he is summoned to join him in 
the higher sphere to which he has departed. 

The election of officers for the ensuing year then took place, 
as follows: 

President, 

JNO. D. PHILBR1CK. Boston, Mass. 

Vice Presidents, 

WM. ROBERTS Philadelphia, Perm. 

GEO. F. PHELPS New Haven Conn. 

ISAAC STONE Ottawa, 111. 

C. S. PENNELL St. Louis, Mo. 

C. H. ALLEN Madison, Wis. 

J. X. M'JILTON Baltimore. Md. 

8 



58 

WM. F. PHELPS Trenton, N. J. 

0. C. NESTLERODE Tipton, Iowa 

It. McMlLLAX... Saiem, Ohio 

JAS. G. ELIOTT Faison's, X. C. 

Z. RICHARDS Washington, D. C. 

CHARLES ANSORGE Dorchester, Mass. 

Secretaries. 

JAMES CRUIKSIIANK, Albany, X. Y. 

0. C. WIGHT Washington, D. C. 

Treasurer. 

WM. H. WELLS , Chicago, 111. 

Counsellors. 

WM. E. SHELDON West Newton, Mass. 

C. H. GILDERSLEEVE Buffalo, N. Y. 

W. D. HENKLE Lebanon, Ohio 

EDWARD J. BRODIE Philadelphia, Penn. 

F. A. SAWYER Charleston, S. C. 

DAVID N. CAMP New Britain, Conn. 

J. ESCOBAR Chihuahua, Mexico 

RICHARD EDWAR^ St. Louis, Mo. 

D. McNEIL TURNER Tallahassee, Florida. 

T. C. TAYLOR ...Wilmington, Del. 

J. C. PELTON San Francisco, Cal. 

SYLVESTER SCOTT Alexandria, Va. 

D. FRANKLIN WELLS Iowa City, Iowa. 

S. H. WILEY Salisbury, N. C. 

JOHN BASIL, Jr Baltimore, Md. 

Evening Session — Ventilation. 

The evening session of the Association was held in the North 
Presbyterian Church. A committee was appointed to consider 
and report upon the best plan they can present for warming 
and ventilating public buildings, the report is to be presented 
at a future meeting. The subject is regarded as one of import- 
ance, inasmuch as there is no plan upon which buildings can 
be properly warmed and ventilated, which does not cost much 
more than the means of many will justify. The apparatus at 
present in use, that is best adapted to the purpose, costs nearly 
as much as the building. It is desirable that the heating ap- 
paratus should be located somewhere outside of the school-room, 



59 

and that the heat generated by it should be more thoroughly 
and regularly distributed throughout the apartments than it 
can be done by stoves and stove-pipe drums, which are always 
in the way; and the room occupied by them might be more 
appropriately allotted to seats for pupils. The desideratum is a 
simple instrument at a moderate price, which may be easily 
managed, and will not consume an over quantity of fuel, and 
that will generate a healthy heat which may be distributed 
regularly through all the apartments to be warmed. When 
such an instrument shall be invented, it will doubtless be in- 
troduced into universal use. 

Oration— The Study op Matter and the Progress op Man. 

The principal exercise of the evening was the delivery of 
an address or oration on "The Study of Matter and the Pro- 
gress of Man," by Professor Youmans, of New York. The 
address was enunciated without notes, and with an exhibition 
of oratory altogether uncommon in such exercises. The Pro- 
fessor appeared to be entirely familiar with his subject, and 
spoke rapidly for more than an hour in its exhibition. The 
purport of his remarks seemed to introduce a comparison be- 
tween the systems pursued by the ancients and the philosophers 
of modern times in examining and illustrating the phenomena 
of nature. In his view the poet was the first to suggest the 
idea, when the philosopher took it up, and after an examina- 
tion in accordance with his imagined theory proceeded with its 
illustration and development; whereas the moderns proceed 
first with the study of nature's movements, and make out 
theories and doctrines, after which the poet plays with the sub- 
jects as it may please his fancy. The ancient philosophers 
obtained many of their ideas from the poets, while the moderns 
get theirs from nature, and deliver them over to the poets well 
defined and illustrated, to be immortalized in their measured 
stanzas. Several curious specimens of humanity were pre- 
sented in the persons of the ancient theorists, who seemed to 
leave their fleshly tenements at different periods for the higher 
regions of thought, where they dwelt in apparent unconscious- 
ness of any existence but that of the etherial and imaginative. 



60 

In ;t wild ramble the speaker followed the old-time physician* 
whose patients were dropping off for the want of attention, 
while he was hunting bird's nests and observing how one 
species of the avis dropped its eggs into the nests of another, 
and how the young half-brothers, hatched out by the foster- 
mother, would struggle to throw each other out and possess 
themselves of the premises. The cost of such investigation was 
the life of many a sufferer, who paid the forfeit of the philoso- 
pher's search after the hidden mysteries of nature, by the shuf- 
fling oil' "his mortal coil. ' ' Judging by the comparison, weshould 
suppose the moderns had the advantage in their clearer view 
of nature, and their more deliberate pursuit of scientific dis- 
covery. In the contrast of old customs grounded upon explo- 
ded theories, with the more systematic and sensible pursuits of 
modern philosophers, the Baconian system was thrown out in 
bold relief as the gathering in of the true and the practical in 
the rejection of the false and empirical. The evidences of the 
truth of the Baconian philosophy are abundant in the practical 
application of scientific research to the wants of mankind. 
The steam engine, the appropriation of electrical phenomena, 
the improved method of medical practice, &c, etc., are the 
products of Bacon's thoroughly practical mode of investigating 
the operations of nature. 

Third Day — 'Morning Session — Phonetics. 

The first business of the session of Friday morning, was the 
reading of a paper on "The Phonetic method of teaching the 
Alphabet and Reading," by Professor Richards, of Washington 
city. The subject was discussed by delegates from Massachu- 
setts, New York and Maryland. While the one side advocated 
and another condemned the phonetic system, Maryland desired 
to learn from those who had possessed themselves of knowledge 
by experience in the use of the system, whether or not a child 
taught upon the phonetic plan could be readily conducted for- 
ward upon the method now in use; or if the time occupied in 
phonetics would be lost when it should become necessary to in- 
troduce the present system. Upon the answer to this question' 
the propriety or impropriety of practising the phonetic plan in 
the schools must be determined. If it interferes with the pro- 



61 

gress of study, it must be objectionable on that account, irre- 
spective of the truth or falsehood of its theory. The answer 
given was, that it would not interfere in the least degree with 
the ordinary pursuit of study in the schools. Such being the 
case teachers can experiment upon it with safety, and possess 
themselves of any advantages the adaptation of the single sound 
to its appropriate sign may afford. The subject is to be further 
considered in the preparation of a paper, by Professor' Richards, 
for future examination and discussion. The practiced views of 
the Professor, founded upon his long experience in teaching, will 
be looked for with interest by the members of the Association. 

Lecture — The Teacher and his Work. 

The discussion on Phonetics was succeeded by the delivery 
of a lecture on "The Teacher and his Work," by Professor 
Kneeland, of Roxbury, Massachusetts. The thoughts of the 
lecturer were those of the school-room, and regarded the prac- 
tical operations of the teacher with his class. In discipline the 
law of love, rather than that of force, was recommended; and 
the ability of the teacher to gain the affections of his pupils 
was presented as an evidence of his general capability in the 
management of his school. A number of faults were exposed 
in methods of teaching which rather cramp than encourage 
thought. The overcrowding of the memory with matter above 
the comprehension of the pupil, and which he cannot use; the 
limiting of the recitation to the matter memorized; the 
loose pursuit of the various subjects of study and practice, were 
condemned, and the view presented that later improvements 
in the art of teaching indicate. Without referring especially 
to the subject, the remarks of the lecturer were strongly advo- 
cative of the Normal School. The necessity of training was 
rendered apparent in the preparation of the teacher for the 
successful pursuit of the profession. 

Afternoon Session — Report on Statistics. 

Upon the opening of the convention in the afternoon, a re- 
port was -i read from a committee appointed by the last conven- 
tion, on "School Statistics." The design of the convention in 



r>2 

the appointment of the committee, was to provide tlie plan of 
a uniform exhibition of the school statistics of the country. 
The plans now pursued are as various as the parties by whom 
the reports are presented are numerous. The difficulties ap- 
parent in the want of uniformity are formidable, and present 
numerous impediments in the way of successful progress. 
Upon an examination of the plans pursued in different parts of 
the country, a digest was made and system presented which 
may be amended as opportunity offers, until it is rendered 
satisfactory and acceptable to superintendents and school com- 
mittees generally. The report will be printed and circulated, 
and the plan subjected to inspection and improvement by all 
the educators that may bo sufficiently interested to make sug- 
gestions upon the subject. The report. as presented was dis- 
cussed by delegates from Massachusetts, Maryland and Illinois, 
and suggestions made which maybe incorporated into the plan. 

Lecture — The Educational Needs op the American People. 

The lecture that followed was delivered by Dr. J. W. Hoyt, 
Secretary of the Agricultural Society of the State of Wisconsin. 
Subject — "The Educational Needs of the American People." 
In a comparison of the structure of our government with other 
governments of the world, the educational needs of the whole 
were reviewed as they were generally presented in the opera- 
tions of mankind. The educational needs, as presented by the 
lecturer, were those that refer to the physical, moral and mental 
development of the subject. From the mixture of the various 
national characteristics of which the American people are com- 
posed, it were an impossibility to sustain any form of govern- 
ment but that which is democratic in its principles. The go- 
vernment must be a republic, and it must tolerate freedom of 
opinion and the individual rights of the citizen. As civiliza- 
tion extends itself the force of the American character must be 
felt. Already has the peculiarity of American genius become 
proverbial, as the most useful inventions of the age are the 
universal witnesses. To perpetuate such a system of govern- 
ment the people must be made to understand its character and 
to appreciate its operations. They must love its forms and 



63 

usages, and be willing to defend and support them under all 
proper circumstances and in every possible emergency. To 
accomplish, the necessary purpose in the education of the people, 
the pulpit and the press must be united with the school, and 
when these shall all be active and successful in their several 
relations in the performance of the one great duty, the safety 
and permanence of our free institutions may be secured. 

Evening Session — Discussion on Physical Training. 

In the evening, after the convention was called to order, a 
discussion was introduced on the propriety and necessity of 
physical training. The debate would doubtless have been both 
interesting and profitable, had not one of the speakers, in his 
advocac} 7 of the free use of the lungs and voice in singing, 
glanced off upon an argument in defence of music as a school 
study. The speech of this advocate of vocal music in schools 
was closed with the declaration that he would never give his 
vote for a teacher that could not sing. The parties that parti- 
cipated in the debate were representatives from Massachusetts, 
New York and the District of Columbia. 

Some of the unwarrantable extremes that are indulged upon 
this subject were exhibited and approved in this debate. The 
physical training that some persons encourage, if fully carried 
out and practiced a sufficient length of time, would certainly 
render physical exercise essential in the use of the spade by the 
sexton. It is fortunate that the exercise is oppressive and in- 
convenient, and that the novitiates are inclined to discontinue 
it before damage results. In some cases, however, the mischief 
shows itself in the unnatural developments produced in the 
joints, and the constitutional weakness that ensues upon the 
overstraining of the human system. Nature evidently suggests 
the best modes of exercise for the exhibition of its powers in 
their healthy action. Give the child sufficient room and free- 
dom, and allow it the opportunity of exercising its growing- 
constitution and faculties in the open pure air, and it is likely 
that its development will be all that nature desires or intends. 
The provision for gymnastic or calisthenic material that most 
closely resembles nature, is that which must be most appropri- 



64 

ate and best adapted for the purpose. In climbing and jump- 
ing, and running and swinging, and the like exercises, the 
powers of the child will be exhibited in their healthy develop- 
ment, while the young man that begins and continues to swing 
the dumb-bells weighing eighteen or twenty pounds, will be 
more likely to render himself the subject of the physician's 
solicitude than that of the admiration of his friends in the ele- 
gant proportions of his anatomical structure. As in some other 
matters connected with the subject of education, in physical 
training the proper medium between the extremes is to be 
sought. And this medium will be readily attained if those 
who are taking the lead in the enterprize will moderate their 
views until they reach the limits of propriety and endeavor to 
conform their practices to nature's requirements and demands. 

Address — The Teachers' Calling in View of its National 
Responsibilities. 

The address of the occasion was delivered by the undersigned. 
The subject considered was that of "The Teachers' Calling in 
View of its National Responsibilities." The address, which 
was delivered from notes, has since been written out and is pub- 
lished with this report. 

The closing exercises of the convention which then took place 
were impressive and exciting. 

In retiring from his chair as President of the Association, 
Mr. Bulkley addressed the convention in some congratulatory 
and encouraging remarks, at the conclusion of which he intro- 
duced his successor in office, Mr. Jno. D. Philbrick, of Boston. 
In being thus presented to the audience, Mr. Philbrick express- 
ed his feelings in kind acknowledgments to his friends for the 
honor that had been conferred upon liim, and gave the assu- 
rance that he would endeavor to render his labors commen- 
surate with the desires of his heart in advancing the interests 
of the Association in the great cause it assumed to advocate and 
support. 

The audience then united in singing the doxologj to the 
tune of "old hundred," after which the convention was ad- 
journed to meet in August next, at the call of the Board of 



65 

Directors. It is likely the place of meeting will be Chicago, 
Illinois. 

Excursion to the Falls of Niagara. 

The business of the convention having been completed, the 
arrangements that had been made for an excursion to the Falls 
of Niagara were rendered available on Saturday to the gratifi- 
cation of some eight hundred Teachers. The day was very 
pleasantly appropriated in visiting the various points of inter- 
est on both sides of the Niagara river. 

Acknowledgment . 

It affords me much pleasure to record the expression of my 
acknowledgments, which have already been personally commu- 
nicated to the members of the American Normal School and 
National Teachers' Associations, for their cordial greetings 
and for their part in the offices of friendship which we have so 
pleasantly exchanged; to the committee of reception at Buffalo, 
for the gentlemanly manner in which our company from Balti- 
more was received, and for their kind services in providing 
accommodations for nineteen of the twenty-three ladies that 
partly composed it; and to the friends in the city who so gener- 
ously opened their houses for their admission and so hospitably 
entertained them. I have been assured by the ladies, that they 
were rendered most comfortable and happy during their sojourn 
of nearly a week among their new acquaintances, and that 
they can never cease to remember the friendly services that ren- 
dered their visit so agreeable. There is but a single cause for 
regret that I can now refer to in relation to my attendance upon 
the conventions at Buffalo, and that is my inability, in conse- 
quence of almost continuous engagements with the two bodies, 
to exchange civilities as often as desired with the families by 
whom my associates were entertained, and to enjoy the hos- 
pitality so frequently tendered by them. I must beg that they 
will recognize in this expression of my regret my appreciation 
of their intended courtesies, and the satisfaction I should have 
experienced in availing myself of the enjoyments they would 
have afforded. 
9 



66 

At the adjournment of the Associations the parting was that 
of true friends who had assembled from all parts of their coun- 
try for the purpose of performing important services called for 
alike by both patriotism and humanity. By their intercom- 
munion with each other in the discharge of duties mutually 
assumed, they Avere made to feel that they were co-laborers in 
a great cause, the success of which required their mutual con- 
cessions and forbearances, and the faithful union of hearty 
purposes and exertions which they were most willing to contri- 
bute to attain it. Most ardently is it hoped that the friend- 
ships thus formed may be permanent, and that the fruits of 
their united labors may be realized in the benefits they may 
extend to every district of our common country. 

I close this part of my report with an extract from one of 
the newspapers published in Buffalo after the adjournment of 
the convention — 

"To-day the excursion to the Falls concludes the proceedings 
of the third session of the National Teachers' Association — an 
organization, which in view of its noble and elevated purposes, 
and of the amount of manly and womanly intellect and of high 
moral Avorth of which it is constituted, has, we are free to say, 
honored our city in thus meeting in our midst. Many conven- 
tions, political, social and professional have sought the shores 
of Erie in years past as a place of congregation, but none, in 
our opinion, is entitled to higher consideration than that which 
has so worthily represented the educators of the young America 
in all the regions between Jersey and California, and from 
Canada to Mexico. We are glad that our friends the teachers 
seemed to feel pleasantly in regard to the hospitalities of the 
Queen city." 

Visit to Boston — Ameuican Institute oe Instruction. 

After the adjournment of the National Teachers' Association 
at Buffalo and my visit to Toronto, I proceeded to Boston to 
attend the meeting of the American Institute of Instruction, to 
which I had been cordially invited by several officers and 
members of the Institution. The sessions of the institute were 
held in the Tremont Temple, Avhich accommodates Avith seats 



67 

about twenty-five hundred persons. The number of teachers in 
attendance was two thousand; the audiences consisted of about 
twenty-five hundred, as the temple was filled at nearly every 
session. There were one thousand ladies present who were not 
residents of Boston. They were provided with accommodations 
in private houses and the expense paid by the city. The rule 
of these associations is that the ladies in attendance shall be 
entertained without cost to themselves. The expenses of the 
Institute, including the festival with which the exercises of the 
occasion were closed, were paid by the city. The festival cost 
from twenty-five hundred to three thousand dollars. The most 
important as well as the most extensive institutions of the city 
of Boston, are the public schools, and the people are more 
proud of them than they are of any other of their possessions. 
Many of their most prominent citizens have been engaged in 
the support and management of public education, and now that 
they have distinguished themselves in other professions and as 
statesmen, they retain their earlier interests in all their fresh- 
ness and vigor, and are frequently found side by side with the 
teachers operating as co-laborers in fne great cause of human 
enlightenment and progress. Teachers' Associations are in 
operation in almost every school district of Massachusetts and 
the neighboring states, and it is seldom that a meeting is held 
but some old friend of the cause in the person of an ex-Governor 
or member of the United States Senate, or other distinguished 
character, is present to take part in the exercises, and lend a 
hand in working out the object that all have in view, and from 
which the community is to receive benefit in the advancement 
of the most endeared of their public institutions. 

The American Institute of Instruction was organized some 
thirty years ago in New England, and its meetings have been 
held annually in Massachusetts and the adjoining states. As 
its title imports, however, it is intended to be national in its 
character, and it admits of membership in any and all of the 
states. In fact there are members of the Institute who reside 
in Canada and Mexico, and who are as punctual in their atten- 
dance upon the annual conventions as any others. The design 
of the Association is to afford opportunities to the teachers of 
assembling for purposes of mutual benefit in the interchange of 



68 

each other's views and experience; for the examination of the 
different methods pursued in teaching, and for continued im- 
provement in the systems adopted for the communication of 
knowledge to the youthful mind. Teachers, like the members 
of other professions, derive benefit from association. New ideas 
are suggested in their intercourse and conversation with each 
other, and additional knowledge and experience attained, in 
the use of which they are not only rendered more efficient and 
useful, but enjoy a higher degree of satisfaction in the perform- 
ance of their duties. The teachers of the New England states 
experience the benefits of this intercourse to a much greater 
extent than those of any other parts of our country, because 
they encourage and practice it more frequently, and have more 
institutions through which it is conducted. The agencies are 
numerous by which their opportunities for study and improve- 
ment are multiplied and their means of usefulness increased. 

Annual Meeting — Afternoon Session — First Day. 

The thirty-first annual Dieting of the American Institute of 
Instruction, was commenced in the Tremont Temple on the 
afternoon of Tuesday, the 2 1st of August, at oi o'clock, at 
which time the President, D. B. Hagar, Esq., of Jamaica 
Plain, took the chair. The meeting was opened with prayer, 
as were all those that succeeded it. 

Address of Welcome by the Mayor. 

The Mayor of the city, Mr. Lincoln, made an address of wel- 
come to the Association, in which he expressed it to be his 
pleasure to appear on behalf of the citizens of Boston, to greet 
cordially the friends of education assembled for the purpose of 
deliberating upon its interests and the best means of securing 
them. He spoke of the organization of the Institute in the 
city of Boston; of its labors and influence during the thirty years 
of its existence; of the able and distinguished men who had been 
connected with it; the success that had attended their labors, 
and the prospect of future usefulness that appeared in the view 
of the association. He remarked that it was well known how 
much sound learning and the agencies through which it is 



69 

reached, had ever been cherished by the authorities and citizens 
of Boston. Education is one of the first objects that had en- 
o-ao-ed the attention of its founders; it had grown with its 
growth, and strengthened with its strength, and had never 
ceased its strong hold upon the affections of the people. In no 
part of the world is the teacher more respected, his talents 
better appreciated, or his labors met with a more abundant 
reward . 

Reply and Annual Address of the President. 

The President made an appropriate reply to the speech of 
the Mayor, after which he delivered his annual address to the 
Association. It consisted of a detailed history of the Institute 
from its organization, and a glance at the changes that had 
taken place in the schools, the teachers and the books of thirty 
years. He expressed the hope that the members of the Insti- 
tute might be encouraged to labor more energetically in this 
noble cause which they had bound themselves together to sus- 
tain, and that on their return to their homes they would re- 
enter upon their labors with additional zeal and renewed pur- 
poses of faithfulness, efficiency and usefulness. 

Discussion. 

The first business introduced as in order was the discussion 
of the question — c 'Is it expedient to unite Calisthenics and 
Gymnastics as a part of School Training. 5 ' The debate was 
conducted by seven representatives from Massachusetts, two from 
New York, and one from Pdiode Island. The question was not 
decided by a vote, but it was clearly enough recognized that 
both calisthenics and gymnastics are proper exercises to be 
used in the process of school training. 

Evening Session. 

At eight o'clock the Institute was called to order by the 
President. 

Statue of Horace Mann. 

The first proceeding of the evening session was the reading 
of a circular proposing the erection of a statue ot the late 



70 

Horace Mann, in front of the State House. The proposition 
was responded to in terras of eulogistic, advocacy by ex-Gover- 
nor George 8. Boutwell, Secretary of the Board of Education. 
Mr. Mann was well known as one of the most ardent, laborious 
and successful advocates of public education in Massachusetts. 
He was the first secretary of the Board under its present or- 
ganization, and by a visit to Europe for the purpose of examin- 
ing the educational institutions of that country, he thoroughly 
prepared himself for the faithful labors that he afterwards per- 
formed. In his devotion to the cause and efficient efforts in 
the advancement of its interests, he lias immortalized his 
memory, and as Governor Boutwell remarked, needs not the 
statue to add to his reputation. The people may erect it as a 
memorial of his labors and as a tribute to his worth, but it 
cannot increase his fame. 

Address of President Felton. 

In introducing Professor Felton, President of Harvard Uni- 
versity, as the lecturer of the evening, the President stated 
that at the first anniversary of the Institute, thirty years ago, 
he had delivered a lecture on "Classical Learning.'* 

Upon taking the stand, Mr. Felton remarked that he had 
spoken thirty years ago to the Institute upon the study of 
Classical Learning, and that his remarks on this occasion 
would refer to the same subject, in the consideration of (i the 
'present condition of education in Greece.'' 

The lecturer expressed his opinion that although the glory 
had faded from the ancient seat of literature and the arts, the 
memory of its brilliancy was rendered immortal. In the years 
of the past, the great race had furnished the men who would 
continue to be the teachers of the world through all time. In- 
stead of lessening, their influence continues to enlarge, and will 
only cease to do so when time shall cease to be. The poets, 
philosophers and statesmen of the classic era, are better known 
and more highly appreciated at the present time than they 
have been at any period since they flourished as living actors 
upon the stage of life. They still live and will continue to 
exist in the minds of the young. The Greeks of the present 



n 

day are the true descendants of their illustrious sires; they still 
are Greeks. The body of the people inherit the intellectual 
and moral characteristics that marked the old Hellenic race. 
The character of the people has been modified by Christianity, 
but Grecian genius is still burning upon the soil of Greece. 
The perfection of the form which is admired in the works of 
the ancient sculptors is still found breathing loveliness among 
the youthful generations of the land. The Greek language 
restored almost to Attic purity, is heard in the city of Athens, 
in the pulpit and in the professor's chair. Eugenias and Coraz 
of modern times, are the proud examples of Grecian fame, as 
the ancient worthies were of their day. These men were gifted 
with the passion for literature, and were as famed for patriot- 
ism as they were for their wisdom. The Greek church has 
done much to preserve the Grecian character. Love for the 
church is this day one of the most prominent and powerful ele- 
ments in the character of the Greek. The educational condition 
of Greece entitles the name to a high rank with literature of 
modern times. Scholars have succeeded in the preservation 
of their classic name. The language in which Homer sung, 
is as pure as ever among the cultivated circles of the land. 

The views of the lecturer in relation to the present condition 
of Grecian literature as they were clearly and forcibly express- 
ed, are such as are not generally admitted and appreciated, 
perhaps because not familiarly known. Greece is regarded as 
a fallen country, and still in every respect a ruin. Her civil 
and political, as well as her literary character, are supposed to 
have departed forever. The comparison of the past with the 
present, as exhibited by the lecturer, may perform an accept- 
able service to the literary circles of the present day, in show- 
ing that Greece has not yet entirely fallen from her high estate, 
but is still eminent in learning and in patriotic character. 
Compared with her former glory she is reduced and humbled, 
but in her gloom she is glorious still. Byron well expressed 
her condition when he sung — 

"Though all but her proud sun is set 
Eternal summer gilds her yet." 

At the bare mention of the name of Greece the American 
heart is thrilled with anxiety. The comparison is involuntarv 



n 

that associates the glory of Greece with the renown of our own 
beloved land. Both claim to be Republics. Both are entitled 
to singular honors on account of the patriotism, bravery and 

intelligence of their people. Both occupy prominent, the most 
prominent places in history. As in his mind the American 
measures these considerations, the idea can hardly be resisted 
that the sister Republics, so glorious in their rise and fame, 
may be alike in their descent; and the same pages of history 
that tell of their greatness, may proclaim the fact that they lie 
in ruin together. There is but one thing that can avert the 
hand of destiny that is ever uplifted to reduce the empires of 
the earth to a common level. Nothing but the intelligence 
and virtue of the people of this country can save it from the 
blow. The truth cannot be too often spoken. Education is 
the safeguard of the Republic. Let the people be made to feel 
and appreciate it, as well as hear it, and they may be aroused 
to action in the use of the means of their preservation which 
they now seem to esteem so lightly. 

Soiree and Promenade Concert. 

At the close of the lecture it was announced that the mem- 
bers of the Institute and their friends were invited to "Music 
Hall," to attend a soiree and concert given by the Boston 
school committee. 

In accordance with the invitation the Association proceeded 
to the hall, where addresses of welcome and response we're de- 
livered, when the assembly was entertained with some choice 
specimens of the finest music. The festive enjoyments of the 
occasion were rendered a becoming accompaniment for the liter- 
ary labors, which as they were intended, they so happily re- 
lieved. 

Morning Session — Second Day. 

The Institute was called to order by the President at 9 
o'clock on Wednesday morning. About twenty-live hundred 
persons were present, two thousand of whom were teachers. 
About fifteen hundred were ladies. Committees were appoint- 
ed to provide situations for teachers, and teachers to supply 
situations as they Avere presented. 



73 

Gymnastics. 

The first regular order of the morning, was a report of a 
committee which had been appointed to visit the Gymnasium 
of Dr. Lewis, at West Newton. The report read by Z. Rich- 
ards, Esq., of Washington city, commended the system of Dr. 
Lewis to the favorable notice of the Association. The recom- 
mendation of the committee was approved, immediately after 
which Dr. Lewis proceeded to illustrate his system by actual 
experiment. The exercises were commenced by a pupil of Dr. 
Lewis, a youth of sixteen years, son of Mr. Severance, president 
of one of the banks in Boston. About a year ago the young 
man was supposed to be failing very fast in the active progress 
of consumption. Dr. Lewis recommended gymnastic exercises 
for the development of his system, prescribing such, at first, as 
would relieve the chest and allow the lungs and other organs 
their free and natural action. The treatment was successful, 
and young Severance is now in a fair way for development as a 
stout, robust man. The exercises exhibited before the institute 
consisted in the practice of the Indian club, which was held out 
and swung around in various ways; the Swedish bag — a bag 
half filled with beans, and thrown with rapidity at the person 
who is to catch it. The simultaneous movements of two per- 
sons engaged in the exercise, require great activity and skill in 
the management of the person. The use of the pole, which is 
about four feet in length, is intended to develop symmetry 
of form. The race in the movement of pin/; or skittles of wood 
similar to those used in the game of ten pins, is practiced for 
swiftness of motion. The pins are placed in a circle of about 
a foot diameter, at one end of the stage, and removed by the 
racers to different positions at regular distances apart, and set 
in circles of the same diameter as the first. 

A lecture by Dr. Lewis accompanied the exercises, in which 
he expressed his views on the subject of physical education. 
Compared with the extravagant notions of others, the opinions of 
the Dr. are moderate, and his system much more rational than 
any that I have heard of. He denounced the practice of exces- 
sive labor to which some persons are taught to devote them- 
selves, and the lifting and swinging of heavy dumb bells, &c. 
10 



74 

He recommended that beginners should commence with wood- 
en dumb-bells weighing two pounds, rather than with those 
of iron, weighing eighteen or twenty pounds. He referred 
to one of his pupils who had begun with the wooden dumb- 
bells weighing two pounds, who continued to increase gradu- 
ally the weight, until he could carry a barrel of coal; but ho 
said he would not suggest that any one should begin the prac- 
tice of gymnastics with the effort to carry the. barrel of coal. 
The practice of Heenan and Sayers was referred to as being of 
very moderate character. They were careful to avoid the use 
of heavy weights, or to overstrain their strength in any way. 
Rapidity of motion Avas represented as being much more philo- 
sophical, and of much greater benefit than dead lifting. 

I was pleased with the theory of "Dr. Lewis, much more so 
than with some of the very numerous specimens of his practice. 
His- views in regard to moderation and regularity in exercise, 
were of especial interest, and are doubtless the suggestions of 
nature. I am satisfied that in all the systems of gymnastic 
practice that I have examined, the labor is much too great; and 
when I say that in the system of Dr. Lewis, rational and mod- 
erate as it is, there are over two hundred different exercises, the 
idea is naturally suggested, that even by him the practice may be 
overdone. Some experienced teachers that heard his remarks 
and witnessed his experiments, were entirely carried away with 
his eloe|uence and enthusiasm. They were impatient to enter 
upon the use of his plans. It is not at all unlikely that their 
fevered desires will settle down to a much reduced temperature 
before they get through with their experiments. Nature, doubt- 
less, is the best teacher of gymnastics, and to folloAv her sug- 
gestions, and practice upon her instructions, must be the best 
method that can be pursued in the development of the physical 
powers of man. 

The gymnastic exercises and spirited remarks of Dr. Lewis, 
which were certainly of a highly interesting character, gave rise 
to a debate which drew out a great variety of opinions relating 
to the use of gymnastics in schools. Several representatives 
from each of the states of Massachusetts and New York, ex- 
pressed their views. The desire of Maryland was to obtain 
information in the proper use of physical exercise, as it may be 



75 

adapted as nearly as possible to natural development. How to 
avoid the extremes and reach the true medium is the lesson 
necessary to he learned. The nautical service in the Floating 
School at Baltimore, was suggested as the best gymnastic prac- 
tice. The use of the rattlings in mounting the masts, brings 
the whole anatomy of the body into motion, and develops the 
physical system as thoroughly as any other artificial means. 
The subject is yet new. It is in the novitiate of its examina- 
tion, and in the process the most; rational and natural theory, 
and the best practice may be produced. 

Lecture — The Masquerade of the Elements. 
At 10 o'clock, Professor Youmans, of New York, was intro- 
duced, and delivered a lecture entitled, "The Masquerade of 
the Elements." The object of the lecture appeared to be to 
represent the character of modern chemistry in its advance upon 
its ancient domain and value. The study of chemistry in the 
earlier ages was directed towards the acquisition of wealth in 
the transmutation of metals, and in its control of the human 
mind in the supposed possession of, and power over supernatural 
agencies. The progress of organic matter was traced in the 
perpetual changes by which it advances to perfection and decay; 
its rise, its fall and reproduction were followed in the circle of 
incessant motion. The four elements, hydrogen, nitrogen, 
oxygen and carbon, were exhibited in their character and 
effects upon each other, and upon the operations of nature in 
all the departments of her labor. The progress of hydrogen is 
onward forever; that of nitrogen and oxygen, inconstant forever; 
that of carbon, in continual opposition and warfare with all the 
others. In the process of the perpetual masquerade that these 
agencies are enacting, nature performs her various evolutions, 
and unfolds the varieties of her great treasure-house to the view 
and use of man. The mission of science is to develop the re- 
sources of nature, and adapt them to the necessities and happi- 
ness of humanity. 

Afternoon Session — Lecture on the Eelations of Education 

and Labor. 

The convention assembled and was called to order at half- 
past 3 o'clock, when Professor James B. Angell, of Brown 



University, took his station upon the stand and delivered an 
address on "Some of the Relations of Education to Labor." 
Progressive labor and learning were represented in their pats- 
sage through opposition and difficulties of various kinds. The 
attractions of large cities are of dangerous tendency. They 
present many temptations to the youthful mind. Young men 
are often tempted Avith the idea of large salaries, and rush after 
them without ever calculating the cost of living and the 
chances that opposed as well as favored their progress to for- 
tune. Rich prizes were proffered in mercantile pursuits, but 
the intelligence generally comes too late, that for every prize 
there are ninety-nine blanks in the wheel. Education, however, 
is conservative in its character and operations. It affords the 
means of correct judgment, and may assist in the choice as well 
as in the pursuit of a profession. It is the duty of the teacher 
to render his instructions practical, and to aid in the develop- 
ment of the learner's faculties in their relation to the uses of 
life. The child is to be taught there is a higher life than that 
which is sensual, and that his intellect is to be employed in its- 
agencies and pursuits. God has appointed every human being 
as well as everything that he has created, for some earnest 
work, and every faculty is to be used in the performance of that 
work. The human faculties are designed for other purposes 
than to be the bond-servants of a cane and a beard. Spirit and 
courage, and living thought, showed the worth of the man 
above the might of mere muscle, and even in physical develop- 
ment the powers of the mind were essential. The heavy Rus- 
sian with all his majesty of bone and niusclCj could not endure 
the bayonet of the lighter Englishman, directed by the power 
that intellect afforded him. This was because the Englishman 
carried a brain in his scull, and a heart in his breast. He could 
reason upon the proper ujse of, as well as fix his bayonet upon his 
musket. Me could feel as well as fight for the country of his 
devotion. Education is an active impelling thing. It does 
not admit of indolence. It cannot allow a man to be lazy. Pro- 
perly applied it does not immure its subject in a cloister, but 
brings him forth to rejoice in his labors and abilities as a man. 
Learning now applies itself to practical purposes in the develop- 
ment of humanity's resources, rather than in the mere exarni- 



w 

liation tor pleasure into the rnusty records of the past. Learning 
and labor ought to walk the earth hand in hand, to assist each 
other in the perpetuation of human progress. 

There was much more of the practical than the theoretical 
in the address of Professor Angell, and if its practical views 
could he more coustantly applied and illustrated in the school- 
room, the great object of education in the preparation of its 
subject for the duties of life would be more certainly attainable. 

Intellect and Morals. 

The lecture of Professor Angell was followed by a discussion 
of the question, "Has purely intellectual culture a tendency to 
promote good morals?" This discussion was carried on by gen- 
tlemen from Massachusetts, New Jersey and New York. The 
question seemed to have but one side, although one of the 
speakers remarked that he could see no connection between the 
intellect and good morals. He nevertheless admitted that an 
increase of intelligence tended to respectability. The senti- 
ment was generally advanced that mental enlightenment car- 
ries with it the full development of humanity, not only in 
morals, but in the physical relations. As a correct and abste- 
mious life is essential to proper physical development, it follows 
that in such development the moral code is not only sustained, 
but rendered effective in its practical operation. The morality 
of the scriptures was exhibited as that which was best adapted 
to the life of man, and best exhibited by the intelligent mind. 
The morality of the public schools is generally that of the 
scriptures,, either presented in their actual use or in their senti- 
ments, expressed and enforced in some other way. The charge 
of godless, in relation to these schools, is groundless, as it is 
impossible for any teacher of respectable talent not to be influ- 
enced by their instructions. 

Evening Session — Address — Education in its Place in the 

Nation. 

The labor of this session consists of a single lecture. Profes- 
sor Ormisted, of the Normal School at Toronto, had been an- 
nounced as the lecturer, but he was not present, and the servi- 
ces of the Hon. Francis Gillette, of Hartford, Connecticut, were 



7s 

secured for the occasion. The subject was not announced, but 
it was readily discovered from the remarks of the speaker. It 
may be stated as "Education in its Place in the Nation."' The 
Text upon which it wag founded, was furnished by the arrange- 
ment of Crawford's group of statuary in the Capitol at Wash- 
ington. The group represents commerce, industry, education, 
&c. In the description of the group he was obliged to place 
education next to the last among the figures, when in fact it 
ought to have been first. This declaration was sustained by a 
reference to the sentiment of the founders of our government, 
that education is the only sure foundation of freedom. They 
established the Kepublic upon this basis, and Mexico and the 
neighboring countries had endeavored to imitate the example. 
They have copied our constitution and laws, but they have ne- 
glected to incorporate education as one of the essentials of suc- 
cess. The failure of their effort is attributed to this cause. 
The importance of the teacher's labors may be estimated by a 
look into the future. In the passage of a generation the places 
of the present actors upon the stage will be filled by those 
who are now receiving instruction as the pupils of the schools. 
The condition of the country in the future period must be 
thought of in connection with the preparation of the children of 
the present for the duties they will have to perform. The four 
thousand pupils of Dr. Arnold swayed as much influence over 
the government of England as the Queen herself. To educate 
a child is a greater work than to govern a nation. The influ- 
ence of the teacher upon the character and history of a country, 
is such that the authorities of every city ought so to labor as to 
elevate the profession, and thereby secure the best possible 
teaching talent. The teacher should proceed enthusiastically 
vvith his interesting work. To educate a child is a labor of the 
highest moment. The true teacher is not the man or woman 
that sits lazily in a chair, and_, with the sternness of a Turk, 
listens to the recitation or conducts the dull routine of a prison- 
like school. Such was the Ichabod Crane, but not the Thomas 
Arnold specimen of the times. It is not any sort of person that 
may be picked up that can perform the office of the instructor of 
youth. If eloquence is logic in earnest, education is instruc- 
tion on fire. In some parts of Europe the ability to excite en- 



79 

thusiastic feeling and awaken active thoughts in the pupil, is 
an indispensable pre-requisitc in the choice of a teacher. Nor 
is it the smallest child that can he properly educated by the 
most imperfect teacher. The best ability is requsitc in the in- 
struction of the younger pupils. The teacher must be master 
of himself before he can master his school. The lecturer ex- 
pressed the hope that the profession of teaching might be sus- 
tained by able and competent persons, and that in the elevation 
of educational character the wrong might be removed, and the 
right substituted in the removal of the figure representing edu- 
cation in the arrangement of Crawford's statuary in Washing- 
ton, from being next to the last to the hrst place in the group. 

Third Day — Morning Session — Discussion on School Examina- 
tions. 

The institute was called to order this morning as early as 
half-past eight o'clock. Notwithstanding the earliness of the 
call, the temple was well filled when the opening exercises took 
place. An hour and more was occupied in a repetition of 
gymnastic exercises, as already described, when a discussion 
took place on the 

;; Proper Mode op Conducting School Examinations." 

Delegates from Massachusetts, Maryland and Ohio, engaged 
in the debate. The discussion elicited several points of interest 
upon the subject. Examinations are necessary, in order to test 
the proficiency of the pupils, and to encourage and enliven 
thought. Preparation is not to be made for the purpose, but 
the school is to be visited at any hour, and the examination 
proceeded with. Cutting and drying and drilling are pre- 
parations which are not to be tolerated. The teacher should 
admit of the management of the examination by other compe- 
tent persons. Instances occur in which gentlemen of com- 
mittees, Avho are totally ignorant of the subjects upon which 
the examination is conducted, take prominent parts in their 
management. Besides the exhibition of their own unfitness for 
the duty, they confuse and discourage the pupils, embarrass 
the teacher, and render the procedure a farce rather than a 



80 

profitable exercise. In such cases, the teacher should possess 
sufficient self-control to look calmly on, and by judicious in- 
terference, afford relief to the pupils, while he appears to 
render assistance to the committee-man, without interfering 
with his official prerogative, or offending' his dignity. The 
examinations should be both written and oral. The process of 
writing the answers to questions propounded, should always 
be admitted, when practicable. The report of an examination 
should represent the precise condition of the school. It should 
have reference to its order; the cleanliness, both of school- 
room and pupils: the habits of the pupils; their gentlemanly 
and lady-like deportment, their proficiency in study; the style 
of recitation; the nature of the intercourse between teacher and 
scholars, whether affectionate and familiar, or cold and distant; 
if fear or love be the controlling influence. 

The views of Maryland were expressed as favorable to both 
oral and written examinations, each in its proper place, and 
conducted in a kind and pleasant manner and at the same time 
with careful scrutiny. In the examination of both teachers and 
pupils a bland and cheerful demeanor on part of the examiner, 
may afford encouragement and produce such confidence as may 
lead to success while their opposites may induce a failure. 

Lecture — Popular Education. 

The debate was closed, to give place to another order of the 
day, which was a lecture by M. T. Brown, Esq., Superintend- 
ent of Public Education in Toledo, Ohio. The subject of the 
lecture was "Popular Education," and it applied chiefly to the 
stability of our government, the social and political enjoyments 
it affords, and the parties by whom these enjoyments are 
shared. The subject was introduced, by a reference to an ad- 
dress delivered by the Hon. Edward Everett, at a civic celebra- 
tion in Boston, on the fourth of July last. The main feature 
of Mr. Everett's address was, its reply to some remarks of Earl 
Grey in the House of Lords, in a debate on the extension of 
the elective franchise in England. The declaration of Earl 
Grey was, that the elections, as conducted in the United States, 
were but a mockery; the legislators of the country were venal; 



81 

our courts corrupt, and tainted with party spirit; our laws cob- 
ivebs, which the rich and poor alike break through; and the 
country and government, in all its branches, given over to cor- 
ruption and violence, and a general disregard of public morali- 
ty. The reply of Mr. Everett to this scathing criticism, was 
pronounced by the speaker, a noble defence of the right of free 
suffrage, and a glowing prophecy of the future greatness and 
glory of our republic. The fact that the great orator of New 
England had deemed the criticism of Lord Grey worthy of 
notice, with other facts of like character, rendered it proper 
that such themes should sometimes be considered. They afforded 
evidence of the necessity of education in a free state. No 
government discharges its duty properly, that does not produce 
the men that are required to sustain it. In Persia, Crete, and 
Lacedemon, public institutions were organized for the educa- 
tion of the people, so as to make them useful citizens. Kome 
was a military despotism, and educated its people for military 
defence. England, with a mixed population of aristocratic and 
democratic character, was obliged to conform her educational 
systems to the class to be educated. The colony at Plymouth 
enacted that the people should teach their children and ap- 
prentices to read perfectly the English language, under a 
penalty of twenty shillings for each neglect. The purpose of 
the antagonizing governments was to educate the people into 
loyalty to the state. The argument, that it is necessary to 
educate the people for the purpose of giving permanency to the 
state, is axiomatic. Every American citizen is called upon to 
decide upon questions of political character and importance; 
ought he not therefore to understand those questions? Should 
he not be educated to understand and appreciate, and appro- 
priate them? The child will be educated. Why not have it 
done properly, and that his service to the state may be perform- 
ed? There may be danger to the state from the foreign ele- 
ment that operates under its laws. There may be danger to 
the state from the effect of sectarian education. The remedy, 
in both cases, is education of the proper kind. Educate the 
emigrant for good citizenship. Provide the means of instruc- 
tion for the children of the people, and let them be educated 
for the state, rather than for any sectional purpose. There 
11 



82 

must be a common ground for the moral instruction of the 
children of the public schools. Let the provision he made for 
the education of all the children of the land, whether of foreign 
or native birth, or of any religious denomination. Let them 
be educated for the state, and the state will reap the benefits of 
their service. 

Afternoon Session — Lecture — Legislation and Education. 

At half-past three o'clock the institute commenced its session. 
The first order was a lecture by Professor Quint, of Jamaica 
Plain. His subject, like some of those by which it was pre- 
ceded, was of national interest. It is "The Province of Legisla- 
tion in regard to Education." The chief argument of the lec- 
ture was the propriety of the state's making provision for the 
education of the people. Should the state neglect this duty, 
multitudes of the children of the poor must be brought up in 
iguorance. In such case education must be limited exclusively 
to those who are able to pay for it. The rich must have prece- 
dence over the poor, in their ability to support private institu- 
tions. Education was not designed to be exclusive. It is con- 
sistent with the genius of any government to support it. Any 
government that recognizes the rights of man and is opposed 
to despotism, must encourage and sustain institutions for the 
education of the people's children. Sectarianism is inconsistent 
with the education which the state is bound to provide, and 
ought not to be encouraged. The state should know and teach 
its own policy. That policy should be thoroughly established 
and clearly defined. Uniform systems should be established in 
every state. The state is direlict in duty when it refuses to 
establish a uniform system upon which its children are to be 
educated. At this day such refusal is evidence of a want of 
judgment or a lack of proper interest in the cause of the people. 
It savors of ignorance or a perverted will. The state does not 
deserve loyal subjects that takes no care to make them. Her 
prosperity will be measured by her intelligence; her patriotism 
by the ability to sustain it. As the state educates her children, 
or neglects it, so shall she reap the reward of her activity. 



83 

Resolutions on the Death of Father Pearce. 

At the close of the lecture the Institute proceeded to the 
election of officers, after which resolutions were offered relating 
to the life and services of the Rev. Cyrus Pearce, commonly 
known as ''Father Pearce." He was the first teacher of the 
first Normal School established by law in this country. He 
organized the school and conducted it successfully, rendering 
the plan practicable and popular. Governor Banks advocated 
the passage of the resolutions, and gave a sketch of the life and 
character, and services of the distinguished person to whom 
they had reference. The resolutions were approved without a 
voice of dissent. 

Resolutions were also passed on the demise of the late Dana 
P. Colburn, A. M. Several speakers advocated their passage. 
They were unanimously adopted. 

Evening Session — Call of States. 

At half-past seven o'clock, in the evening, the convention 
met for the purpose of listening to the statements of some 
twenty delegates, in relation to the systems of public education 
in use in several of the states and cities of the Union. In this 
engagement the following states were represented: Maine, New 
Hampshire, Massachusetts, Rhode Island, Connecticut, New 
York, New Jersey, Pennsylvania, Maryland, North Carolina, 
California, Ohio, Michigan, Illinois, Wisconsin, Iowa, Kansas, 
and the foreign city of Berlin. 

It would be an interesting record that would embody the 
addresses of the representatives of the different states that were 
delivered before the convention. But this labor is now next to 
impossible. The speeches were all extemporaneous, and it is 
quite likely that they will never be written out. Discussions, 
however, may be provided in future, by which the object may 
be attained. 

Patronage of the General Government — Education of the 

People. 

The statements of the gentlemen from the different parts of 
the country were highly interesting, in their detail of an ex- 
ceedingly varied experience. In the absence of any general 



84 

plan upon which the exchange of reports, &c, may be effected, 
each of the states appeared to be thrown upon its own resour- 
ces, and obliged to work its way in the exercise of its own dis- 
cretion, securing such information as it might be able to seek 
from other quarters. In this way each state has been compelled 
to commence as a pioneer, and push its way in the working 
down of difficulties, taking advantage of favorable circumstan- 
ces, and making use of every possible means of securing the 
success it was in search of. .In some instances the difficulties 
were formidable, and the labors of the parties onerous and 
oppressive. More than half the troubles through which the 
friends of education have wrought their way, in establishing 
systems of public instruction in a number of the states, might 
have been spared, by some general arrangement for the circu- 
lation of reports and statistics relating to the subject. Why 
the general government does not, or cannot, interpose its aid in 
a matter of so much importance, it is difficult to apprehend. 
In the lack of some general provisions for the circulation of the 
light, the friends of this great cause are obliged to work per- 
petually in seeking it; and to do and undo in the way of experi- 
ment, what ought to be ordered in the first instance upon the 
basis of experience. 

It may be imagined that the mere establishment, by the 
general government, of a Board of Statistics, or a National 
Bureau of Education, by means of which the desired inter- 
change of information upon the subject of education may be 
effected, is a matter of small consideration in its comparison 
with the permanency or uncertainty of the union of our states. 
But it must be remembered in the connection, that the question 
involved in the consideration, is the patronage that it is neces- 
sary the general government should extend to the agencies by 
which the people are to be sufficiently enlightened, to enable 
them to distinguish between the measures that are dangerous 
in their political relations, and those upon which their security 
as a nation depends. The patronage of the general govern- 
ment, thus extended, may not only encourage the states in 
their purpose of enlightening their citizens, but it may afford 
them assistance in the performance of the duty. Upon the 
education of the people, depends the safety of our republic. 



85 

The education of the people, therefore, is the great work to be 
performed. This work must be accomplished by the states. 
And the states may be encouraged and assisted in its accom- 
plishment by the patronage of the general government. In 
this analysis of the subject, the importance of the patronage of 
the general government plainly appears. In determining the 
question, it is essential. It cannot be omitted, without danger 
in the risk of most disastrous consequences. 

Safety op the Union in the Education of the People. 

It is doubtless true, that the safety of our Republic de- 
pends upon the education of the people. This declaration, 
which may now be treated lightly and passed by with in- 
difference, will one day fall like a thunder-clap upon a start- 
led nation, if the crisis be allowed to arise, when an intelligent 
few will be compelled to wage a contest with an uneducated 
and ignorant multitude. The people must have intelligence 
enough to understand and appreciate their liberties, or they will 
do what has been done before — destroy them. It is high time 
our government was excited to action in this issue. The crisis 
of dissolution is a subject of thought and conversation. The 
thunder is heard in the distance. Wisdom indicates that pre- 
paration be made for the trial. In the education of the people 
upon a basis of high morality alone, lies our safety, or the 
safety of succeeding generations. Why then should not the 
government adopt some plan by which the views and experi- 
ence of those who are now laboring in the cause of popular 
virtue and enlightenment, may be circulated and rendered gen- 
erally useful. It cannot certainly be regarded as an interfer- 
ence with the rights of the states, to afford them all such infor- 
mation as may be desirable in this relation. Should such 
interference be apparent, it must be more in the manner of 
performing the service than in the service itself. The official 
order of the general government to the states to establish 
systems of public instruction, might be considered an interfer- 
ence with their rights, but the establishment of a National 
Bureau of Education, or Board of Statistics, is a very different 
thing. Such Bureau or Board, can no more be considered an 



80 

interference with the individual sovereignties of the states than 
the Patent office, or the measures introduced by the govern- 
ment for the encouragement of Agriculture. There can hardly 
he a comparison between the results that may be produced in 
the working of these several agencies. The Patent office and 
department of Agriculture relate to the prosperity of the nation. 
The education of the people has reference to its very existence. 
Were this momentous question to be so considered, as to be 
estimated as a part of the patriotism of the statesman, the 
halls of our national and state legislatures would ring with the 
eloquence it would elicit. But unfortunately for us, the subject 
has not become sufficiently popular to enable our statesmen 
to work upon it as a point upon which their own advancement 
to fame and fortune may be secured. 

This may be considered a bold declaration, but it is never- 
theless true. Its proof is in the fact that the candidates for 
popular favor are seeking their own elevation, when the people 
ought to be seeking their services. The labor of the man for 
his own individual prosperity, in the search for fame and for- 
tune, is much more apparent than the purpose of serving the 
people in the management of their national interests. Should 
there be a single doubt in the mind of any man upon this sub- 
ject, let him compare the labors of almost any of the politicians 
of our day with those of the immortal hero of our revolution, 
and the first president of our confederated republic. The more 
than Cincinnatus of his time, he showed by his character, and 
the manner in which he sustained it, that as a soldier and 
a statesman lie entertained neither desire nor purpose that did 
not begin and end with the establishment of the republic, the 
prosperity of the nation and the happiness of the people. If 
the right hand of Washington would not have been cut off' and 
his right eye plucked out, rather than he should have pursued 
the path of ambition and profit, at the expense of his country's 
character and safety, the patriotism of a man is never to be 
estimated by his actions. The country wants another Wash- 
ington. It wants him in a crisis more formidable than the 
revolution. It is a crisis far more fearful than can be produced 
l)y a foreign invasion, or by the intervention of any extraneous 
influence. It is a crisis that may arise from civil feuds and 



81 

party and sectional contests; a crisis in which brother shall point 
the bayonet to a brother's breast, and in which the spoils of 
victory must be the treasures that patriotic spirits have gathered 
for the perpetuation of the blessings of liberty to a great nation. 
In the ignorance of the masses, this issue is inevitable. No- 
thing can prevent it but the extension of educated morality 
through every inhabited district of the country. Too long has 
the effort been neglected; too long has the work been delayed. 
'Already the clamors of the great contest may be heard, and if 
the time for action has not arrived it will never appear. The 
apathy of the nation in regard to the question, is portentous of 
the dreaded evil. The people are passive, while statesmen are 
quiet, and political demagogues may be leading them on to 
ruin. The harmlessness of the dove may prove destructive, 
without the wisdom of the serpent. The lion may be led as 
the lamb to the slaughter, when the power that oppresses him 
is too formidable to be affected by his resistance. The arm of 
power is yet with the people, but it is trembling in the lack of 
their intelligence. The question that produces sectional strife 
is now admitted upon the platform of patriotism. The states 
are divided in sentiment upon local and social points — points 
that can never become universal and national, though the 
nation be perpetuated forever. The principles that are declared 
to be, but which are not, in those points, are as opposite as the 
poles. Nor, is there anything in them that, upon any basis of 
propriety, can be tortured into subjects of universal national 
arbitrament. A consideration of greater absurdity cannot be 
presented to the human mind, than that which presupposes the 
dissolution of the union of the states of a free and beautiful re- 
public on account of questions which are of local and sectional 
character. And yet such are the questions that are sending 
the thunders of a political and civil contest throughout the 
country. And in what is the public safety to be sought? The 
answer is ready. In the education of the people, so that they 
may understand the points about which they are contending, 
and be able to estimate the issue which presents itself in their 
consummation. There can be no doubt upon the propriety of 
presenting the subject in this form. The facts involved in the 
consideration are imperative in their effect upon the decision. 



88 

The question does not admit of dispute. It is received and 
believed as truth. The difficulty lies in exciting the parties 
interested to proper action in directing the result. 

It is clearly certain, that no harm and much good must be 
the result of such arrangement as will produce a universal 
interchange of educational statistics and other information, for 
use in every part of our country. The want of this arrange- 
ment was apparent upon the platform on which the educational 
interests of the states were arrayed at Boston. The loss te 
the states, and to the nation in the past, on account of it, was 
equally so. One voice in Congress may be sufficient to ac- 
complish the object. Let that voice be heard. One act of the 
government, which may be admissible upon laws already 
enacted, may be sufficient for the purpose. Let the proper 
government officer be found, who may possess sufficient patriot- 
ism to become interested in the issue, and the difficulties will 
all be made to vanish. 

In the acknowledgment that Maryland has no uniform system 
of public instruction, her representative was obliged to endure 
the mortification necessarily occasioned by a comparison of her 
inactivity and indifference in this relation, with the living 
energy and efficiency apparent in the working of the systems of 
instruction adopted and handsomely supported by other states. 
It requires the actual witness of scenes, such as occur when the 
superintendents and other representatives of the different states 
assemble for the interchange of thought, and for mutual im- 
provement in their intercourse with each other, to afford a 
proper appreciation of the feelings of one that is obliged to 
acknowledge that he is in the back ground of the interesting 
picture presented to his view. In several instances the under- 
signed has been placed in this position, and he has been obliged 
to summon to his aid all the fortitude he could command, in 
order to sustain himself under the humiliating pressure. There 
is one redeeming feature, however, that must be associated with 
the unfortunate condition in which Maryland, as a state, is 
willing to place herself. The system of public instruction pur- 
sued in Baltimore city has not its superior in the country. It 
will bear comparison with the best, and this is sufficient to con- 
vince our friends of other states that we have the resources, the 



89 

means, the abilities, although the state may be unwilling to use 
them. It is not in her intelligence, but in her indisposition to 
use it, that she is in the rear. She has eyes, if she will not see, 
and she has ears if she will not hear; and if there be a trap and a 
stumbling block in her way, she chooses, she elects, that it 
shall be so. If, under these circumstances, she stumble and 
fall, the price of her neglect must be a fearful retribution. 

Festival. 

The labors of the convention having been closed, in accord- 
ance with the notice given, the teachers and others in attend- 
ance, proceeded on the evening of the 24th instant, to Music 
Hall, where they were entertained by the city in the exercises 
of a very pleasant and costly festival. There were about twenty- 
five hundred persons present. Gilmore's celebrated band, in 
full number, enlivened the occasion with their performances, 
producing music of the highest order of its kind. The Mayor 
and City Council occupied places upon the platform, together 
with many of the guests who had been invited to take seats 
with them. The exercises of the evening were .opened by 
Mayor Lincoln, who expressed his satisfaction in meeting so 
large a number of the members and friends of the Association, 
whom he had enjoyed the pleasure of greeting in the opening 
of the convention. The city authorities had endeavored to do 
their duty in fostering and encouraging the great enterprize of 
education which their forefathers had commenced, and which 
it was the pleasure of their successors to perpetuate and improve. 
He had witnessed the proceedings of their different sessions, 
and was satisfied that great good would be the result of their 
deliberations and decisions. The occasion was one of rejoicing, 
because "it was believed that the best of influences would go 
out from it. The city authorities were happy in thus mingling 
with the friends of education from different parts of the country, 
and the hope was entertained that they would return to their 
respective homes and pursue their arduous, responsible and 
honorable labors, with renewed energy and zeal. 

The address of the Mayor was followed by others of the same 
character, congratulating the audience upon the success of the 
12 



90 

convention, and the benefits that were likely to How from its 
labors. 

The time occupied by the address was less than an hour, 
when the Mayor stepped forward on the platform, and spoke 
as follows: 

"Gentlemen and Ladies — It is not our intention to feast you 
on speeches on the present occasion. You have had enough of 
that sort of feasting during the past few days, and I now most 
cordially invite you, in the name of the city of Boston, to meet 
us at the tables in the entries, upon which you will find the 
substantial of our festival." 

The invitation was at once accepted, and while the happy 
multitude, in the large and beautifully decorated hall, was 
cheered by some of the sweetest strains of most eloquent music, 
the guests were regaled with a profusion of the choicest viands, 
in a collation that was spread upon tables in the entries sur- 
rounding the hall, and upon the several gallery floors. The 
groups that were gathered on the extended promenade, pre- 
sented a most interesting sight. All appeared to be happy in 
the enjoyment of the festivities. There are three tiers of balco- 
nies, backed by galleries, above the main floor, and these were 
all crowded by one of the most brilliant assemblages that had 
ever appeared in them. It was certainly a stirring sight, and 
appeared to afford a high degree of pleasure to all who wit- 
nessed it. With the scenes of the festival closed the exercises 
of the convention, and the professional part of the great audi- 
ence, doubtless left the hall with the kindest feelings towards 
the citizens and city authorities of Boston, for the interest they 
had exhibited in their behalf. 

Such encouragement, so mingled with hospitality and per- 
sonal interest and attention, must have its effect upon the 
teaching ele*ment of the vicinity, and be productive of its pur- 
pose in the full measure of success it may secure. The people of 
Boston, and of Massachusetts generally, appear to entertain a 
high degree of respect for their teachers, and to treat them with 
the deference which they deem due to their intelligence and 
character. They experience the value of their schools, especi- 
ally their public schools. The greater proportion of their 
population have received their education in their public insti- 



91 

tutions, and therefore they bear with them through life a 
degree of appreciative respect and affection unknown to others 
who have not been placed in a like position. The Governors of 
the state, the Mayor of the city, Senators, &c, have all in 
succession enjoyed the privileges of public instruction, and 
they never forget the associations of earlier life that afforded 
them the means of improvement in such a high degree. Hence 
the mingling of the state and city officers with their teachers 
in these literary and festive engagements. Nor is the thought 
conceived that a single dime of the money appropriated to such 
pursuits is lost. It is regarded as capital placed at interest, 
which is ever bringing in the full amount of its anticipated 
income, in the intelligence and morality which are the products 
of its application. The success secured is considered the most 
liberal return of the best kind of profit. The zealous and 
hearty co-operation of the state and municipal authorities with 
the people, in sustaining and encouraging the instructors of 
their youth, must have the most beneficial effect upon the edu- 
cational enterprize. It is full of evidence of the high respect 
with which the teachers are regarded, and. of the estimate 
which is placed upon their services. An enterprize so esti- 
mated, fostered and sustained, must be successful in the ac- 
complishment of its intended purpose. The means expended 
in its support will produce a continual accumulation of capital, 
which cannot fail to render the richest and most profitable and 
enduring income of the state. 

Conclusion. 

I have now noticed the most prominent events that occurred 
and the most important sentiments that were expressed at the 
conventions of Buffalo and Boston; and I have described, as far 
as the limits of this paper will allow, the departments of the 
Normal School at Toronto. If I have given but a faint idea of 
the impressive scenes through which I have passed, and in 
which, with the friends of education of other states, I have 
been engaged, some benefit may result from the effort. Our 
knowledge and experience in the matter of education, and in 
the management of schools, as in other relations, are enlarged 



92 

by actual intercourse with others who are in pursuit of the 
same objects, or by such information as we can secure from 
those who are personally associated with them. In either case 
the information that contributes to the general stock may be of 
service to the cause, and to the community. In this way, it is 
hoped that the present statement may be rendered effectual in 
the accomplishment of good. The sentiments herein embodied, 
as presented in addresses and lectures, and elicited in debates, 
can hardly fail to impress the practical teacher and friend of 
education, with their importance; and many views and opinions 
may be gathered from them that might, otherwise, never be 
suggested. That such may be the case,, is the most ardent desire 
of the undersigned; and if the needed result be attained in the 
diffusion of some small proportion of information that might 
otherwise be lost, the labor will be well repaid. 

Respectfully, 

J. N. M'JILTON. 

Office of the Commissioners of Public Schools, ) 
Baltimore, September 20, 1860. 5 



Importance of the Teacher's Calling, Nationally Considered, 



ADDRESS 



DELIVERED BEFORE THE 



Rational €tu\txs ^sanitation, 



IN THE 



CITY OF BUFFALO, N. Y., 



.gLug-ust lO, I860, 



BY 



J. N. M'JILTOJST. 



' 'Nor am I less persuaded that you will agree with me in 
opinion that there is nothing which can better deserve your 
patronage than the promotion of science and literature. 

"Whether this desirable object will be best promoted by 
affording aid to seminaries of learning already established, by 
the institution of a National University , or by any other expe- 
dient, will be well worthy of a place in your deliberations." — 
Washington's First Annual Message. 



ADDRESS. 



Gentlemen and Ladies of the National Teachers' Association: 

The theme of my present discourse has been selected with 
the view of directing the attention of the teachers, and friends 
of education of our country, to a subject which has hitherto 
been too much neglected. It relates to the responsibility of 
the teacher's office, in preparing his pupils for citizenship in a 
free republic. It is clearly obvious that such responsibility is 
imposed upon the office, and ought to be considered by every 
one that assumes it in anj^ of the states or territories of our 
Union. The peculiar relations of the citizen to his government 
as established by the Constitution of the United States, are 
such as have never before existed. In these relations, each of 
the governed, is, in some degree, a governor, and so involved 
with the rest, that any of his acts that relate to the government 
must have a reflex action upon them all. The peculiarity of 
such citizenship is strikingly apparent. The necessity of pre- 
paration for its exercise is equally so. 

Character and Position of the National Teachers' Asso- 
ciation. 

In the consideration of this subject, the character and position 
of the National Teachers' Association cannot, with propriety, 
be omitted. In its title the Association assumes to be the 



96 

representative of the educational interests of our entire country, 
and ought to, and doubtless will, exercise a controlling influ- 
ence over those interests. The design of the institution, if I pro- 
perly understand it, is, not only to encourage the educational 
enterprize throughout the country, but also to give it tone and 
character, and to render it effective in the performance of its 
service. The mission thus assumed by the Association is one of 
the highest and most momentous concern. It is to develope 
and regulate the educational resources of the country, and to 
arouse the people to a sense of its importance. And so essential 
is this service, that it should be continued until every city 
and village, and hamlet and school district in the land, shall 
be excited to action on its behalf. 

Nothing can be more plainly apparent than the fact that the 
American people do not estimate properly the value of their 
educational interests and institutions in their intimate relation 
to their form of government, and the necessity of their sustain- 
ing them, in order to secure their own individual prosperity. 
Even teachers themselves exhibit an apathy and indifference 
upon this subject, which are indicative of their lack of personal 
concern in the pursuit of their profession as an agency of 
national interest, or in any other than an isolated condition. 
In the choice of, or admission of this isolation, such members of 
the profession underrate its importance, and as far as the effect 
of their action is extended, it is detrimental to the great cause 
which they ought to unite with their brethren in sustaining. 
To draw out the intelligence, the experience and power that are 
now obscured, and to concentrate them for action in the service 
of the nation, is the great work that now lies before the 
National Teachers' Association. How it shall accomplish that 
work its future history must declare. 

The Fielo to be Worked by the National Teachers' As- 
sociation. 

The field in which the National Teachers' Association assumes 
to perform its service, is co-extensive with the states and terri- 
tories of the North American Union. In its present condition, 
that field presents an amount of labor scarcely less extensive than 



97 

its area. As a nation, we have no agency by means of which 
the slightest encouragement is afforded to the cause of education; 
and this condition is allowed in view of the fact that our very 
existence as a people is depending upon our intelligence. Many 
of the states and territories are not provided with systems of 
common school instruction, without which the children of the 
people cannot be educated. There is no provision, by means of 
which, the labors and experience of school operators in one 
part of the country, can be rendered available to those who are 
operating in other parts. There is no official arrangement by 
which an interchange of school reports and other papers upon 
the subject of education can be effected. Such interchange, 
partial as it is at present, is entirely of voluntary character. 
There is no official agency by which even the statistics of the 
educational operations of one state can be secured to the opera- 
tors of another state. In view of this vast field, in connection 
with the great importance of a general diffusion of the educa- 
tional spirit, by the circulation of educational reports, papers, 
&c, the National Teachers' Association holds a most responsi- 
ble relation to the country. It is not too much to expect of 
this Association that it shall reduce to a general system, in 
form at least, the various plans pursued in several of the states, 
some of which are of creditable character, while others are most 
imperfect and unsatisfactory, both in their form and opera- 
tions, as well as to provoke to action the states that seem to be 
indifferent or undetermined in relation to their educational 
interests. 

Besides the labor of working out a general system of inter- 
change and correspondence in relation to plans of instruction, 
both public and private, it may be expected of the Association 
that it shall improve and systematize the work of education 
itself; which is very irregular in its operation, and altogether 
uncertain in its effects. Two of the departments of education, 
the mental, and the mechanical as associated with the mental, 
have never been so arranged that each may occupy its proper 
position and perform its appropriate service. Mental phe- 
nomena are so subtle in their evolutions, that it is not always 
possible to distinguish accurately between the purely mental 
and the mechanical. What is necessarilv mechanical in eclu- 
13 



us 

cation, may sometimes be overshadowed by that which is purely 
mental, and the development of practical character retarded. 
Again, that Avhich is properly mental in its nature, may be 
obscured by the over cultivation of the mechanical, and the 
thinking process may be interrupted thereby. The purely 
mental process is pursued by reading and in the receipt of oral 
instruction exclusively; the mechanical by the over use of the 
slate practice and the cultivation of the memory alone, without 
giving due exercise to the other faculties of the mind. — 
The greatest danger is to be feared from the over culture of the 
mechanical at the expense of the mental. It is possible for the 
memory to be cultivated mechanically, and the student may be 
thereby prevented from full development of his mental powers 
in the pursuit of independent thought. It is well known that 
entire text-books have been memorized by students, who have 
never been aware of the exercise of any independent thought 
upon the subjects of their study. 

The true system of mental culture, in its connection with the 
moral and physical in education, is yet to be developed. And 
the development of that system in its adaptation to the free 
institutions of our Kepublican government may be legitimately 
imposed upon this Association. Its very title of National 
Teachers' Association indicates its responsibility in this re- 
lation. The body thus presented to the view of the nation, 
should not only become the agent through which the great 
work, here proposed, is to be accomplished, but it should con- 
tinue to be the superintendent of the system thus to be pro- 
duced by its own intelligence and labors, and to maintain it in 
its proper sphere of operation as long as there may be work for 
it to do, which it is likely will be as long as there are men and 
minds to educate. 

Character of the Government Controlling the Field to be 
Worked by the Association. 

The government of the United States is that of a free Repub- 
lic. It is one government of many states, uniting millions 
into one people. Each state having surrendered a portion of 
its power for the purpose of forming a confederacy, has entered 
into a compact with the rest for a perpetual union, which was 



intended to be complete as a unit and as enduring as time. 
The contact is ordered by a Constitution, which is perfect in 
its guarantee of freedom, and cannot be altered in its essential 
features without violence and revolution. Notwithstanding 
the limited and subordinate condition of the state as of neces- 
sity ordered in the compact, it is sovereign in its character, and 
quite as free in its sovereignty as the general government of 
which it is a part. The general government is itself restricted 
in the precise ratio that it limits the sovereignty of the states. 
Its powers are those that the states have surrendered for their 
mutual benefit. The rights retained by the states are as im- 
portant as those surrendered for the purpose of forming a con- 
federated union, and they ought to be considered as a sacred 
reservation, — an unsurrendered and native immunity. And 
the surrendered rights of the states individually, are fully 
requited, in the protection and privileges secured to each by 
their confederacy into a single government. While the general 
government is to be respected and maintained in tact, in its 
confederated prerogatives, the rights of the states, clearly in- 
herent and reserved, are never to be invaded nor trenched 
upon; nor can they be interfered with in the least degree with- 
out damage to the compact by which the confederacy is render- 
ed complete. Any injury, therefore, that may be done to the 
general government, must have its effect upon each of the indi- 
vidual states, and any injury that may be done to an individual 
state must be reflected upon the general government. In the 
admirable confederacy thus formed, the individual citizen has 
a share. He is a sovereign in his character and rights, as well 
as the state and general government. Being a member of 
both, he is alike generally and locally a sovereign. His pro- 
tection and privileges are doubly secured. They are guaran- 
teed both by the state and general government, while both 
state and general government are entitled to his respect and 
service. From this arrangement, it appears that any agency 
that would hurt the state, is a two-edged sword that wounds at 
once the general government, and each individual member or 
sovereign of which the state is composed. 

The system of government thus presented is original in its 
structure, and of exquisite ingenuity in its arrangement. It 



100 

is constitutional in its form, and thoroughly conservative in all 
its features. The treason that would harm such a compact, is 
an offence against God and humanity. It is infamy of the 
vilest character. It strikes at once at the foundation of human 
freedom, and at the natural and inalienable rights of mankind. 
As it appears in its receipt and distribution of favor, our general 
government exhibits itself as the proudest confederacy that 
ever existed. Viewed in its active operation it is the radiating 
point, and the states the receivers of the richest benefits and 
blessings, the whole forming the most important and beautiful 
structure of government that was ever conceived by the human 
intellect, or modelled by human hands. The hand of Divine 
Providence is so plainly indicated in its structure, that it seems 
almost to be the work of inspiration. Nothing like it has ever 
been presented to the view of man. Its success must be the 
elevation of humanity to the highest eminence of excellence; 
its failure the most disastrous national calamity that has ever 
happened upon earth. 

I have been thus explicit in describing the plan and object of 
our federal compact, for the purpose of showing its exalted 
character and position, and that it was prepared for man in the 
highest development of all his powers, and can only be sus- 
tained by a cultivated people in their advancement towards 
the most exalted condition of virtuous enlightenment. To be 
appreciated, this compact must be understood, — to be under- 
stood, it must be studied. It must be both appreciated and 
understood by the citizen who is summoned to action in his offi- 
cial relation as a sovereign, in supporting and sustaining it. 
For such intelligent citizenship, humanity must be educated. 
He that would possess and enjoy, to the full, the proud immu- 
nities and privileges it confers, should be a man of the loftiest 
patriotism and in the highest state of religious enlightenment. 
Were the citizen thus enlightened and patriotic, and the gov- 
ernment appreciated according to its true value, in its confed- 
eration of states and union of state and individual sovereign- 
ties and interests, there would not be a voice in the land but 
would echo the sentiment by which the patriots and heroes of 
the past were animated — "the union, perpetual and indissolu- 
ble." Universally and bitterly would the sacriligious traitor 



151 

be despised and denounced, that would dare to Uplift his ai'm 
to disturb the happy relation. 

In the union of thirty-seven states and territories; there is 
the mingling of the interests and fortunes of more than thirty 
millions of people. The success of such a union, in its estab- 
lishment of human liberty upon a basis of intelligence and 
virtue, must be the greatest blessing in the form of a national 
government, that has ever descended upon our world. In its 
permanent establishment, it must become the model govern- 
ment of enlightened nations, and the means by which the bene- 
fits of civilization, enlightenment and religion are to be ex- 
tended to every locality of the globe. 

Conservative Power of our Confederacy of States, 

The experiment of a free republic, such as ours, has never 
been tried before. The republics of past years are not to be 
compared with it. They were, in a certain sense, military 
despotisms, and contained within them aristocracies, which 
were in conflict with the freedom of the state, and the authority 
by which it was ruled. The elective chief was sometimes a 
despot in his rule, and ruled an aristocracy as despotic as him- 
self. If he maintained his position, and the freedom of the 
state and people, if it may be entitled to the name, he did it by 
the force of arms. But our government, while it is almost a 
pure democracy, has in it a sufficiency of conservative power to 
secure the co-operation of the individual citizen, under the con- 
trol of the law that limits his prerogative, by associating him 
with others of equal rank. Every citizen is, therefore, as nearly 
a sovereign as any government that can be sustained will admit 
of. It is intelligence and virtue, rather than the military rule, 
or any other rale, that must control in such a government, 
and without intelligence, controlled by virtue, the government 
cannot be sustained. They are not "generally the intelligent 
and the pure, but the ignorant and the vile of our communi- 
ties, that produce disorder and trouble and disaster. It is true, 
that the demagogue and the fanatic . appear sometimes in the 
persons of educated and intelligent men, who assume to be 
leaders of parties, and through whose agencies the less informed 
are led into error and mischief. But it is to counteract the 



102 

influence of those designing persons, who seek wealth and 
power in their control of the less informed, that education is 
necessary. Nor will any measure that does not include educa- 
tion in its operations, accomplish the object. 

Led by the demagogue, the ignorant among the individual 
sovereigns of the state, are likely to become the contentious — 
the factious and resisting. Hence civil commotions and acts of 
violence in communities. But civil commotions and acts of 
violence can never become universal, nor even very extensive in 
our country. The division of the general government into its 
state sovereignties is of itself sufficient to prevent a universal 
rupture, and to control readily a local outbreak. In case civil 
commotion should be provoked in any state, other states may 
interpose their mediation, or the general government may in- 
terfere and arrest the tumult. This is one of the advantages 
of a union of states into a governmental confederacy. No con- 
solidated government would be half so potent for protection 
and for the preservation of peace. While each state is a con- 
federacy of individual sovereigns, who may, when provoked, 
quarrel, and, perhaps, fight with each other, the general 
government is a confederacy of sovereign states which may inter- 
pose its authority, and command the peace among the contend- 
ing factions. A consolidated government of individual freemen 
could possess no such conservative influence, because it would 
not be a disinterested party in cases of civil Avar. In such 
government the effect of an extended misunderstanding would 
be the production of anarchy and its consequent troubles. — 
Centralized, the power would be chiefly in the hands of the 
ruler, rather than in the government, and, unless popular, his 
efforts would be futile in the arrest of an extended insurrection. 
But no such difficulty could be prolonged in a government that 
is made up of a number of distinct and independent state and 
individual sovereignties. 

Another conservative feature that has never appeared in any 
other republic, nor in any other form of government, is the 
absence of danger, in the extension of territory and increase of 
population. The introduction of new states into our union, 
and the consequent extension of the territory of the United 
States, can never, if properly managed, be productive of evil. 



103 

The increase of the states in this way is the security of protec- 
tion for the whole. Each new state being an independent com- 
monwealth, in the great union of commonwealths, becomes a 
new protector, and its interest in taking care of itself, renders it 
the protector of other sister states. It assists in dividing and 
equalizing the responsibility, which renders each state a co- 
laborer with other states, and each individual man an assistant 
— a co-laborer with other individual men in upholding and 
supporting a sovereignty which is itself, in its degree, limited 
and subordinate. 

The same arguments may be used in relation to the increase 
of the population of the states by emigration or otherwise. The 
increase of population is not to be regarded alone as affecting 
the general government. It is an increase that is reckoned in 
relation to the states from which the aggregate is computed. 
Political economists have determined that an excess of popula- 
tion is a burden upon a state, and may eventually effect its ruin. 
It will be difficult to produce this result in our country. The 
perpetual division of territory and increase of states, not only 
produces new commonwealths for the confederacy, which may 
assist in the consummation of its power, but affords the means 
of living for an increasing population. Thus the country is 
extended in the perpetuation of its youthful vigor, and in a 
continued view of advancing prosperity. 

Compared with other governments, whether of the present, or 
recorded in the history of the past, our republic stands out in 
bold relief as that which can best secure its own safety, and the 
prosperity and happiness of its people. The wisdom of its 
arrangement is apparent in its thoroughly conservative charac- 
ter. The men who framed it are worthy of eternal honors. 
They have left their descendants a rich and glorious inherit- 
ance, and we must become a nation of pitiful wretches if we do 
not preserve it in its purity, and deliver it to our successors at 
least, as perfect and as valuable as it was when we received it. 

Obligations of the Citizen in his Eelation to the Govern- 
ment of the United States. 

It is in the exercise of his freedom, that the citizen of the 
United States realizes the difference between his own position 



104 

and that of the citizens of other countries, in which the forms 
of government are unlike those of his own. He is, himself, a 
part of the government, and feels the importance of his position 
whenever he is called upon to exercise his privilege as a free- 
man in the elective franchise. He is aware that his preference 
should he given to honest and competent men, who are hest 
qualified to perform the duties of the offices they seek. He is 
aware also, that there are political sentiments widely differing 
from each other, and varying policies in regard to the admin- 
istration of the government, which are entertained and advoca- 
ted hy men of character and talent, who solicit the suffrages of 
the people. To discriminate between the parties controverting 
each other's sentiments, and thus claiming his support with 
equal boldness and confidence, he must have some idea of the 
government, and of the manner in which its affairs ought to be 
conducted. In the absence of sufficient intelligence to deter- 
mine which, of the parties he will support, he must be directed 
by the advice of friends, and in following such advice the 
chances are equal for his maintenance of error or truth. The 
wrong is clearly in the risk, and is just as likely to be his 
choice as the right. In his blindness lie may cast his vote for 
damage to the cause which it is his purpose to uphold and sus- 
tain. In such issue the government were better off without 
the service of the citizen than with it; and the citizen can enjoy 
but little satisfaction, either in the knowledge of his wrong, or 
in the doubt in regard to its commission. In the hazard of the 
wrong there is danger, and the absence of the agency producing 
it Avere a gain to the government. And how many thou- 
sands of our unlettered and deceived countrymen may have 
committed the wrong, and wrought the damage here intimated? 
In their lack of intelligence they were worse than useless mem- 
bers of the community. Their deed of wrong were disastrous, 
if not in some way overruled. 

In reflecting upon this subject, the thought is suggested 
that citizenship in a free republic is at once a sacred and a 
fearful trust. Surely it is not to be trifled with. It is a trust 
too sacred and too fearful to be committed to humanity in its 
condition of ignorance. In such condition humanity is incapa- 
ble of apprehending the nature and operations of any sort of 



105 

government, and much more so of assisting in its support. In 
view of its high importance, and the dangers that are involved 
in its abuse, it may be said of the elective franchise, that it is a 
privilege none but enlightened and virtuous men should pos- 
sess. In its exercise a man works for good or for evil alike to 
himself and the nation of which he is a citizen. His deed of 
ignorance, which he may accomplish, merely by casting his 
vote, must result in reverse, perhaps ruin, or be overruled 
by the counter deeds of those who are better citizens, simply 
because they are wiser men. 

The Pursuit of the Demagogue in Securing the Popular 

Favor. 

It is in the consideration of the condition of our country, as 
I have briefly reviewed it, and the consequences that must 
result from it, that the American patriot trembles when he 
contemplates the future of our history. With his eye upon the 
conflicting elements that are surrounding him and doing their 
work of political, or rather of sectional warfare in his view, he 
canuot resist the fearful reflection that the issue may be fatal. 
The scene before him is any thing but encouraging. It shows 
him a man of powerful intellect, occupying a proud position, 
which he has attained through the agency of his own intelli- 
gence, who is looking forward to a higher elevation in the 
highest office to which the suffrages of a free people can raise 
him. The man is called a statesman, and the people do honor 
to him in the character. His intellect is employed in working 
his way to desired office upon a question of local bearing. It 
is partial and sectional. It produces local prejudices, and 
partial interests, and sectional strifes and divisions. He is the 
head — the champion of his party, which is violent in the execu- 
tion of its will, and would work its way to success through 
disaster, bloodshed and ruin. Such is the man that the mind 
of the nation admits as a proper aspirant to the proudest posi- 
tion it possesses. He is, if successful, to be the ruler of the 
people. By the side of, and around this candidate for the peo- 
ple's favors are crowds of friends. He has moulded them for his 
purpose. Their opinions and prejudices are those of his own 
14 



106 

construction. They are trained, perhaps unwittingly, for the 
service that their leader has appointed, and are paid or expect 
to be paid, for their labors. He will be remunerated for his 
efforts in the honors and profits of the office he seeks; and his 
friends will be paid by him in their appointment to such offices 
of inferior honors and profits as may be placed within his gift. 
There is something that savors of the mercenary in this ar- 
rangement. But the people are uneducated; they are not capable 
of thinking for themselves; and they may easily be played upon 
by the superior intelligence of the men that are deceiving, or at 
least leading them. But suddenly a rupture takes place among 
the friends of the aspirant. He cannot give, although he may 
promise, the same office to more than one person. The fact is 
disclosed that a prominent actor in the scene cannot be paid for 
his services, in the execution of the inglorious commission that 
was assigned him, and for the duties of which he was faithfully 
trained. In a moment when the principal in this issue of cor- 
ruption is most hopeful of success, and least suspicious of evil, 
and Avhile he is confidently trusting to the integrity and faith- 
fulness of his party, a faction deserts him. They betray the 
trust confided to their keeping. They affect to be aggrieved, 
and would convince the people that they are greatly interested 
in the grievance. To gratify themselves, or perhaps to make 
new interests with some other demagogue, they write out their 
complaint and publish it to the world. They declare that 
their principal had disappointed them by some overt act, or 
that they are deceived by the disclosure of some of his plans in 
which they are not included. In their complaint they show 
how devoted they were to their leader. They were willing to 
submit to the sacrifice of name, and fame and fortune for his 
advancement; and while they were most patriotically devoted 
to his cause, they could not submit to the slight he had cast 
upon them, nor to the hazard of loss in the spoils in which they 
were promised a share. Their appeal is to their countrymen. 
They would have the whole nation to arise indignantly and re- 
dress their injury. The publication of the wrong is the reveal- 
ment of a mystery — a sort of conspiracy which is intended to 
produce a startling effect upon the public feeling. In reading 
the revelation the people are surprized, but they are not startled. 



107 

They can sit quietly and read composedly the account of the 
plan that was devised for deceiving them. There is some ex- 
citement produced, but it does not ruffle the surface of public 
opinion. The principal in the case pursues his onward way; his 
friends follow him with their complaint, and increase it as they 
proceed. The newspapers of the country publish it as a rare 
disclosure, and attempt to startle their readers with the news. 
While the work of the disaffected is boldly progressing, and the 
man they would damage is affecting indifference, the people, 
more than thirty millions in number, look on with varied views 
and feelings. Some speak disparagingly of the principal, and 
eulogize the independence of his quondam friends. Others de- 
nounce the faction and laud the injured leader. Nearly all the 
readers of the controversy become the interested partizans of one 
or the other of the parties. The people thoughtlessly take up the 
quarrel, and wonder and talk, and feel indignant. And there 
is wrong in the issue and cause for wonder that it should have 
been made. The wrong is done to the country, and it is won- 
derful that the people should allow it. The people do not 
discover it, but they are themselves the aggrieved — the in- 
sulted; and they are the people's institutions that are to be 
hurt by the success either of the principal or the factionists. 
The cause for wonder, and the wrong, appear, (first,) in the 
fact that men can imagine they are patriots, and worthy of the 
homage and patronage of the people, while they are using and 
abusing their free institutions, in the securing of their own 
personal advantages, and realizing fame and fortune in the 
pursuit; and (secondly,) it is wonderful that the people should 
submit to the wrong, in allowing themselves to be duped and 
used as the unresisting and willing agencies through which 
the purpose of the parties in outraging and insulting them, is 
rendered successful. 

In the scene here presented, — and it has appeared and re- 
appeared, and then appeared again, in the view of the Ameri- 
can people, they have been insulted and they have not known 
it; they have been injured and they have not noticed it; they 
have been bought and sold, and cajoled, and they have not 
believed it. There are now five setts of candidates in the field 
for the highest offices involved in their national suffrages, and 



108 

for aught the people know, the principal offices of the govern* 
mcnt may be pledged to five setts of separate co-operatists in 
the efforts to secure them. 

Had the duty of the schoolmaster been performed properly 
and at the proper period, the enterprize of the demagogue and 
his designing partizans had not been entered upon — possibly it 
had never been conceived. An educated people could never 
submit to such schemes of selfishness and ambition; and their 
own good sense would have forewarned the contentionists of the 
certain failure of their schemes. 



The Security of our Republic is in the Intelligence and 
Virtue of the People. 

Considerations such as I am now presenting, are impressed 
upon us as a people at the present time. Wise*and cautious 
statesmen of our country have given utterance to the thought 
that we are now apparently upon the verge of a national crisis, 
the result of which cannot be augured. And the crisis, if such 
should happen, will be one in which the test may be applied, 
whether or not our experiment of freedom is to be a failure. 
Should this test be really applied, and with reference to the 
intelligence of the people and their capability of self-control, 
the issue must be altogether uncertain. • The experience of past 
years, in the encouragement of sectional jealousies and party 
prejudices, and the practice and enforcement of sectional regu- 
lations, which are admissible by the practice of the general 
government, and by the Constitution, is full of the most fearful 
premonitions of future evil. The evidences are before us and 
around us; they appear in the very events which are significant 
of the character of the times, that all our people are not sufficiently 
intelligent to use their free privileges understandingly; and 
that self-control, which is a necessity in sustaining a free re- 
public, is not practiced to any considerable extent by our fellow- 
citizens. Those evidences start out in thick array from the 
larger cities of our country; and they are met by corresponding- 
testimony from every village and country town, — that individual 
responsibility is lost sight of in the rush of the multitudes after 



109 

the success they are in search of; success in many instances of 
schemes which are not understood, and the effects of which are 
not foreseen by the parties that are engaged in producing jliem. 
It is morally certain that if the people of our country were 
properly informed, that is, if they were sufficiently educated to 
appreciate the character and true value of our government, and 
fully capable of self-control, they would not only be better pre- 
pared, but much more willing to meet their obligations, and 
discharge their duties as citizens of a free republic. Were such 
the condition of the public mind and morals, there would be no 
commotion in regard to our institutions; no agitation on account 
of our national Union; but all would be peace, — peace produced 
by confidence in the stability of our government, administered 
in virtuous enlightenment, and with the view alone of securing 
the public safety and happiness. 

Had the statesmen and editors of the past half century but 
directed their efforts to the enlightment of the people upon the 
various subjects involved in the character and use of their free 
institutions, they would have secured the foundation of the 
republic as laid by the patriots and patriotic heroes of the re- 
volution, in such strength and firmness as would have rendered 
it immovable for ages. Had those statesmen and editors exer- 
cised their abilities and opportunities in multiplying the num- 
ber of competent teachers, and in assisting, and counselling 
and encouraging them in the discharge of their obligations in 
instructing the youth of the times, the people had been fully 
prepared for their national engagements as American citizens; 
and it is more than probable that no sectional clangers would 
now be feared, nor would any crisis from internal causes be 
apprehended. Had the teachers of the past been sufficient in 
number and the right sort of men and women, and had they 
performed honestly and faithfully the service required of them 
the mental and moral power of our people would now be suf- 
ficient for any emergency that might arise. The peace of the 
nation would be preserved in the proper measure of its strength 
and the confidence of its citizens would be established in their 
intelligence, patriotism and virtue. 



no 

The Patriotism of a Proper American Education. 

No properly educated nation could possibly tolerate for a 
single moment the idea of its own destruction. In such issue 
toleration were madness, and it is very certain that if the 
American national mind were excited to a proper consideration 
of the great question of its national existence and advancement, 
it would be a unit in its union, and no sectional interest what- 
ever, could be allowed to interfere with its united purpose of 
perpetuation and prosperity. The Union is the grand idea of 
Government in the mind of the American patriot; and in the 
consideration of its sacredness of character, and the absolute- 
ness of its necessity, any sort of sectionalism that would harm 
it is vilest heresy. It was fanaticism in religion that once 
brought men to the stake for their sentiments, and the world 
now condemns the deed as one of shocking inhumanity. But 
there can be no doubt that after ages will approve and applaud 
the decision that condemns to the faggot and the flame, the 
impious traitor that lays his unholy hand for evil upon the 
American Union. 

It is clear that fanaticism must entirely override the common 
sense of the American citizen before he can admit a question 
of sectional character to intervene between himself and any 
measure by which the prosperity of the people is to be secured. 
It is nothing less than the spirit of the vilest fanaticism that is 
now impelling thousands of our countrymen in the fierceness 
of their opposition to each other's sentiments. Nothing else 
could magnify a merely local sentiment or interest into a thing 
of more importance than our national existence in the union of 
our great confederacy of sovereign states. It is no credit to 
our republic, nor to any part of it, to say that this fanaticism 
exists and operates in it, and that its work of evil is counte- 
nanced and encouraged. It should be regarded as gross censure, 
to say of a man that he entertains and teaches fanatical senti- 
ments, and encourages the war of opinion that sometimes seeks 
its satisfaction in the blood of an opponent. The Constitution 
of the United States guarantees to every citizen the right of 
opinion, and the right of protection in the entertainment of 
that opinion, if it does not conflict with its own provisions, 



Ill 

nor interfere with the rights and privileges of other citizens. 
Non-interference is the great conservative feature of the Consti- 
tution, and the men that enjoy its blessings should maintain 
their own rights under its authority, by respecting and sustain- 
ing with a liberal spirit the rights of others. In the right of 
opinion and protection, consists the freedom of the American 
citizen, and in the spirit of toleration it would encourage, is to 
be found our security and the perpetuation of our liberty. A 
sickly patriot will be made of the man whose education par- 
takes of the sectional and the fanatical. In order to prevent 
such issue, every means should be used to counteract the fana- 
tical influence, by the substitution of the liberal and substan- 
tial in sentiment for the bigotry which becomes destructive in 
proportion as it becomes zealous in the defence of its cause. 
When the liberal in sentiment, and the substantial in character, 
shall be universally encouraged in our educational pursuits, 
we shall witness the proper expansion of the reasoning powers, 
and the true development of the judgment. Then shall our 
system produce patriots rather than sectionalists, and in our 
return to the principles and practices of our fathers of the revo- 
lutionary era, we shall secure alike our liberties, the extension 
of our prosperity, and the increase of our happiness as a people. 
We should teach our children that the true patriot can never 
be a fanatic, nor a sectionalist of any stamp. The inculcation 
of such a sentiment must fasten the principles of patriotism in 
the minds and hearts of the youth of our country. It must 
thoroughly nationalize their views and elevate their character 
above the sectional jealousies that may be practised by the 
narrow-minded politician. Had the educators of the past of 
our country's history, trained the youth of the successive gen- 
erations for purposes of patriotism, and the practice of patriotic 
virtue, and for the love and emulation of ennobling purpose, 
the demoniac term disunion, in its application to our republic, 
would now be unknown. Among properly educated people in 
the estimate that would be placed upon our government and its 
free and equal institutions, in their protective and preservative 
influence and power, there would be a halter in the hand of 
each of the thirty millions of our population, for the neck of the 
impious sectionalist who would be fool hardy enough to utter 



112 

the word dissolution, in its connection with our great and 
glorious confederacy of state and individual sovereignties. 

The Work of Education in its National Application. 

And now that I am addressing a national association, com- 
posed principally of the teachers of our country, I may be per- 
mitted to direct the attention of my fellow-laborers in this great 
agency of enlightenment, more particularly, to the high import- 
ance of the position we have assumed, and the fearful respon- 
sibilities it involves. Our duties and responsibilities appear, 
not only in the provision we are to make for the practical and 
thorough working of the process of education, but in the actual 
moulding of the mind and character of the people in its pursuit. 
The mothers and teachers of a nation are those, who, most of all, 
are to officiate in the development of its character; and associa- 
ted with this development is the fearful idea that in its issiie 
the fortunes, the destiny of the people is determined. In 
moulding the character of the nation the teacher shapes its 
fortunes, and directs, almost determines its destiny. What a 
fearful consideration! How startling the responsibility of the 
American teacher! He trains the free citizen for the privileges 
and duties of a free, constitutional republic. How carefully and 
how faithfully should this work be performed? The consideration 
is most important; its issue momentous. They are the mind 
and character of a free people that are to be drawn forth in the 
process of education pursued by the teacher of American youth. 
And the process to be pursued in this responsible work is to be 
evolved by our National Teachers' Association. The govern- 
ment under which the youth are to be trained as citizens is the 
republic I have described. It is a free republic, in which every 
citizen appears as an actor, and ought of course *to understand 
its nature and operations. This constitutional republic is yet an 
experiment. Its history as a permanent institution has not yet 
begun to be written. It has yet to be commenced. A govern- 
ment, especially a free republic, upon anew and hitherto untried 
basis, but eighty-four years old, cannot have passed through the 
stages of its experience which are necessary to the proof of its 
permanency. From the very beginning of such a government, 



113 

the teacher should have been active in preparing the subjects 
of his instructions for the duties that were to be imposed upon 
them as citizens and as freemen. This service should have 
been introduced among the operations of the school-room as 
soon as the question in regard to the Declaration of American 
Independence was settled. In some way or other the work of 
education should have been associated with the government. 
It is the only way in which the children of the whole people 
can be educated, and it ought to have been started either in a 
national system, of public instruction or a great national school. 
Such was the view of Washington as expressed in his official 
communications to Congress when President of the United 
States. It should never have been lost sight of. The school- 
master should have been identified with the labor of preparing 
the citizen for the performance of his duties to the government 
and to society. The very highest and best matured intellect 
in the country should have been employed in the pursuit, and 
a well digested and successful plan of public education should 
be in efficient exercise at this moment. Talent is and ever will 
be as essential in the school-room as in the Senate, and the 
employment of it there ought to be regarded as honorable. 
Men generally work their way from the lower to what are 
esteemed the higher and more honorable pursuits in our national 
councils. They go from the school-room to the Senate, and 
but seldom does it occur that employment in the Senate is 
exchanged for that of the school-room. The one ought to be 
considered as honorable as the other. It is certainly quite as 
important and equally necessary. 

The work of education, in a national view, as Washington 
and some of his immediate successors in the administration of 
the government, designed it should be prosecuted, has been 
entirely neglected, and it seems now to be the duty of the 
National Teachers' Association to take it up and to use every 
means of impressing it upon the mind of the nation, until it 
shall be properly regarded by our national legislators. The 
labor of introducing the subject, as one of national interest, will be 
much, greater now than it would have been when the Constitution 
of the United States was adopted, and when the people could 
hear the sentiment enunciated from the lips of the great father 
15 



114 

of his country. It appears that the national mind must be 
educated for the proper estimate of the subject, as one of the 
means by which the national prosperity is to be secured. It is 
unaccustomed to such consideration, and must be made familiar 
with it before it can be induced to regard it. To begin the 
work now, there is much that must be undone. But there is 
no argument for its neglect or postponement. The obligation is 
plainly apparent, and the duty it imposes must be begun some- 
where and at some period of our history as a people. The 
present is certainly more auspicious of success than any future 
time can be, and its introduction can be more readily effected. 
There is hazard in its further omission, which no true patriot, 
who understands the subject, and can realize the issue, will be 
willing to risk. If the mind of the nation must be educated 
for the maintenance of the national character, and for the secu- 
rity of the national prosperity, it is surely high time that we 
had begun to realize the necessity and to consider the means 
by which it is to be met and removed. 

Duty op the Schools in their Relation to the government. 

As already stated, the free government of the United States 
must be understood in order to be properly estimated and 
appreciated. And to understand such a government in its 
construction and operation, requires the study of its various 
departments. In its constitution is contained its genius — its 
internal character; and through that instrument it must be 
developed in its spirit and in the manner of its action. This is 
a part of the legitimate labor of the schools. To rear the citizen 
is the proper work of the educational institution. And this 
work should be associated with school study, and commenced 
early in life. It appears to be a fixed law of Providence in 
His government of humanity, that it must be instructed in 
the nature of the duties it has to perform, and in the 
manner of their performance. The knowledge is not im- 
parted by intuition, but attained by diligent application and 
experience. The duties of citizenship in a free government are 
very different from those of any other sort of government. In 
the freedom admitted by such government there is an indi- 



115 

vidual responsibility which does not attach to- the subject of a 
despotic or even a modified monarchal institution. For the 
proper appreciation and discharge of that responsibility the 
subject must be trained, and the labor of the training may be 
rendered much more effectual in its operation upon the youth- 
ful, than upon the matured mind. Government is both a science 
and an art, and as such it should be taught, both in its princi- 
ples and in its practice. It is only when these are understood 
and appreciated, that freedom can be rendered a blessing either 
to its possessor, or to the government of which he is a member. 
The Constitution of the United States, which guarantees 
freedom to the American citizen, is an instrument of peculiar 
character. It secures to every individual member of the com- 
pact of which it is the record, the right of opinion and the 
freedom of expressing it. It does more. It demands of the 
citizen the exercise of his freedom in the expression of his opin- 
ion, and is not satisfied that he should be silent and inactive 
when summoned to the performance of the duty. And how 
can this duty be properly performed without intelligence? 
How can the citizen do service to his government in the ex- 
pression of his opinion either in word or deed, when he is 
ignorant of the nature of his obligations, as well of the manner 
in which they ought to be discharged. 

The duty of the Schools in the preparation op the citizen 
for the exercise of his citizenship, has not been per- 
FORMED. 

Millions of our countrymen who have received their education 
in the schools since the adoption of the Constitution, are the 
witnesses of the neglect that has been allowed in this import- 
ant relation. The proper effort has not been made to instruct 
them in the nature and value of the sacred instrument by which 
their rights and privileges of freemen are secured to them. It 
is not in our halls of learning generally, that the youth of the 
country are instructed in regard to the nature of a free govern- 
ment and the principles upon which it is founded. Nor are 
they taught to consider their own obligations as its subjects. 
And without the knowledge to be attained by such instruction, 



116 

it is impossible that they should become familiar with its re- 
quirements, or possessed of the knowledge of the means by 
which it is to be sustained. 

The theme is one of importance. It involves the very 
highest of human interests. They are no less than the bless- 
ings to be secured to a free people by the Constitution that 
alike proclaims and regulates their liberties. The purpose that 
mingles the principles and uses of such a Constitution with the 
studies of the schools, is that of patriotism. By its successful 
practice in the production of the intelligent and faithful and 
patriotic citizen, the loftiest position of humanity in its relation 
to government is to be attained. Nor can a doubt be enter- 
tained that the incorporation of this national and patriotic 
purpose with the duties of the schools would greatly interest 
the learner, and produce an enthusiasm, the effect of which 
would be felt upon all the studies of the classes, enlivening the 
dull and dry routine of the every day's pursuit, and affording 
additional animation and vigor to the entire school-life of the 
subject. 

The slightest glance at the present condition of the educa- 
tional field, is sufficient to satisfy the observing mind, that in 
their national relations, the schools of the country have essenti- 
ally failed in the discharge of their duty. They have not mingled 
the exciting sentiments of patriotism with the harder and 
severer studies of the classes. They seem to have left for the 
Fourth of July — one day in the year — the duty of working up 
the patriotism of the pupils, thereby admitting and encourag- 
ing its wild and irregular growth, instead of cultivating it 
for higher and nobler purposes than those exhibited in the 
spasmodic ebulitions of its passion. With the looseness thus 
allowed in the enjoyment of national liberty in its frenzy, there 
has been the engendering of more fanaticism than all the 
schools and teachers of the land have been able to restrain 
or counteract in all the year besides. Were not this the case, 
and had not the madness of freedom been encouraged and cul- 
tivated in this way, would the voices of statesmen of high rank 
in intelligence and character, be now uplifted in the proclama- 
tion of partial and local and sectional sentiments, while they are 
fully aware that those sentiments are hostile to the Union of the 



117 

states of our government? Were it not so could there be found 
an editor of respectable talent and associations, that would stain 
the columns of his journal with the name of a sectionalist can- 
didate for office, in his effort to deceive the nation with the idea 
that his sectional sentiment in universal activity, would shower 
benefits upon the people, when in truth it is full of discord, 
and can be productive of nothing but disaster? Were not the 
true patriotic idea at fault, could there be found in all our 
thirty-seven states and territories, an intelligent statesman or 
editor that would attempt to build up his popularity and secure 
his fortune, upon a sectional and partizan purpose, while in the 
success of that purpose there is wrong, perhaps ruin, to 
our great national confederacy? Were not the true patriotic 
idea at fault, the bare suspicion of such an issue upon the suc- 
cess of any sentiment, would be sufficient to startle the states- 
man, or the editor who might lend his ear but for a moment to 
the delusion; and when discovered he would fly, as it were for 
his life, from a purpose so full of danger and so traitorous in 
its effects. 

It cannot be disguised that there are both statesmen and 
editors, men of distinction and popularity, who are now engag- 
ed in the very pursuit here alluded to. Nor can the efforts of 
their mistaken policy be long prevented from producing their 
effects. It is evident that the public mind is not in a condition 
to apprehend the dangers that are menacing the great com- 
monwealth. It does not understand the position in which the 
commonwealth is placed by the sectionalists who are seeking 
its favor, with the view of securing offices of honor and profit 
within its control. It does not believe that the dangers exist 
and that its peace and the prosperity of the country are at 
hazard. Were the genius and spirit of our free institutions 
better understood, the mind of the nation would not now be so 
much under the control of interested partisans, who are contend- 
ing for its favors in a war of local prejudices and sectional senti- 
ments, and for the advancement of personal interests. To say 
the least of this war, it is a contest of the sectionalists, and the 
spoils are to become the property of a party. Were the schools 
that are needed for the education of the people, now in active 
operation in every part of the country, and in sufficient number 



118 

to accomplish the purpose, there can be no doubt that states- 
men and editors everywhere, would be engaged in discussing 
the true character and policy of a free government, and devis- 
ing measures to render perpetual the blessings of our free 
republic; then is it likely that the parties that would be seek- 
ing office at the hands of the people, would be such men as the 
people desire, rather than those who desire the office. 

There are large, important and wealthy districts of our 
country, in which sectional policy of various shades is pro- 
claimed, while the school and its duties are subjects seldom 
considered. The columns of newspapers in those districts are 
rilled with most unreasonable political speculations and predic- 
tions, until there is not a corner left in which to place a line of 
reference to an institution of learning. 

The Proper System of Education has not yet been Developed. 

It may seem strange, even to educators who have not con- 
sidered the subject, that in the passage of several thousand 
years of the world's history, one generation after another has 
followed on through the various stages of its progress and 
decay, and yet the true system of education has not been dis- 
covered. Such, however, is the fact. There is nothing in 
existence that even approximates the proper plan upon which 
humanity ought to be educated and prepared for its duties 
and responsibilities. It is true, that there are systems of physi- 
cal, mental, and moral philosophy, and text books in super- 
abundance to be used in teaching mankind how to learn them. 
But there is not, nor has there ever been, a philosophically 
ordered plan, by which the different school sciences have been 
arranged into a systematic form, and prepared for use in ac- 
cordance with the development of the physical, mental, and 
moral powers of the pupil in their natural order. Every 
teacher, in the use of the text books, does what the people did 
when there was no King in Israel, "what is right in his own 
eyes." It is certainly not impossible, as the long neglect to 
perform the service would indicate, to arrange a system of 
study for the schools, by means of which the faculties and 
powers of humanity may be presented in their proper analysis, 



119 

and developed as nature progresses in the growth of the subject. 
The powers of humanity are well enough exhibited and classi- 
fied in the various works that have been prepared in the differ- 
ent departments into which they are divided. The faculties of 
the mind are so classified, in the works upon mental philoso- 
phy, but there is no system of study for the training of the 
schools, that is adapted to their capabilities, and according to 
the different periods of their exhibition. It will not answer 
the argument to say, that the text books are prepared to ac- 
commodate the learner's incipiency and progress. In this 
regard, we have systems and plans without number; and their 
numberless or measureless quantity, is proof of the absence of 
the systematic arrangement to which my remarks have refer- 
ence. The matter of the text books is used in the order by 
which the pupil's advancement is directed without regard to 
the maturing faculties upon which it is operating, or the order 
in which they are matured. The result is, that the more ma- 
tured thoughts of the text book and the teacher are attempted 
to be introduced into the incipient and immature mind of the 
learner. The pupil studies through his text book in the use of 
his faculties, without being made aware of the powers and pro- 
perties of his own mind, and that these powers and properties 
are expanding and strengthening in the process of his study. 
In the performance of his work by the teacher, he seldom con- 
siders which of the mental powers of his pupil are first, and so 
on, in the order of their development, much less does he pro- 
ceed to train these powers in such order. 

The work I here suggest, of preparing such a system of study 
as will be adapted to the maturing capabilities of the learner, 
and cause him to feel continually that he is progressing in the 
increase of those capabilities, I am fully aware is one of very 
difficult performance. I find it is difficult to explain my own 
thoughts upon the subject, in such a way as satisfies me that I 
may be understood by others. But I am nevertheless fully 
impressed with the truth of what I assert, that the great neces- 
sity of education is a certain and well defined system, by which 
the pupil shall be trained and educated in accordance with his 
peculiarities of character, and at the periods of life in which 
they are exhibited. 



120 

The National Teachers' Association to Develop the Proper 
System of Education. 

It is in its relation to a general system of education to be 
pursued by the American people that I would speak, especially 
of the National Teachers' Association. The responsibility of 
the Association is apparent in the position it lias assumed as a 
national society. When it shall operate successfully in its 
position upon the elevated platform it ought to occupy, its 
situation will be one of commanding importance, and the eyes 
and hearts of the thirty millions of our population Avill be 
turned towards it as the agency through which the capabilities 
of the nation are to be developed. In the faithful discharge 
of its obligations it may become the stronghold of hope for the 
safety of the Union of the states, and the prosperity and hap- 
piness of the people. 

In view of the faults and failures of the past, how necessary 
is it that we should labor assiduously and devotedly for the 
unfolding of the true system upon which humanity ought to be 
trained, in the cultivation of its physical, mental and moral 
powers, and for the establishment of such agencies of actual 
and efficient labor, as shall secure the co-operation of the 
national and state governments, as well as of the people of the 
whole country, in the use of such system in the accomplish- 
ment of the purpose to which it is to be devoted. 

I respectfully suggest that the mission of this Association 
will be well fulfilled when these two purposes shall have been 
accomplished, namely, the development of the true method of 
educating humanity, and the securing of the co-operation of 
the general and state governments and of the people in its use. 
The accomplishment of the first of these objects will naturally 
lead to the achievement of the second. 

A matter of immediate interest to the Association, in com- 
mon with their fellow-teachers of the country, is the training 
for their responsibilities of the youth of the coming generation. 
What the work of that generation will be when done no one 
living can declare. It may be the building up to a higher 
elevation the fair fabric of government that was so well put 
together by the patriots of a past era. Or it may be the cast- 



121 

ing down of the noble edifice that has cost so much talent and 
labor and blood to erect. In the almost crisis that now pre- 
sents itself, it is impossible to estimate the possibilities of the 
next ten years. Certain it is, however, that those who are 
now the pupils in the schools under our care, are in prepara- 
tion for the labors that must produce the issue. The pro- 
blem upon which we now speculate, must become reality to 
them, and by their efforts it must be wrought out. The actual 
working out of the problem is in the future, but its form at 
least may be now recorded. It is presented in the fearful in- 
quiry, is the experiment of American freedom, which is now in 
progress^ to be a failure? Could we give the answer, it would 
be an emphatic no, and the echo of sound would reverberate 
through every section of our American territory. But it is 
possible that we may have a part in working out the decision. 
The result now involved in the form of the problem, is to be 
produced through the agency of the schools. If this be so, the 
teachers of the country have much to do with the solution. If 
the teachers, — ourselves and our brothers and sisters, are en- 
gaged in moulding the mind and character of the future of the 
nation, the decision of the question in regard to the future of 
the Union may be in our hands. Who can tell how much of 
the dependence of the American people, for the preservation 
of their free institutions, may be in this Association? Neither 
the people nor the teachers themselves, believe the position 
occupied by the instructors of youth, is of one half the import- 
ance that it really is. The people entertain the general idea 
in which the teachers acquiesce, that it is the business of the 
instructor to teach the pupil how to read, write and cipher, and 
to instruct him in classical and mathematical knowledge, &c. , 
but the development of mental power, and the maturing of the 
youthful faculties for good or evil to society and to the nation, are 
considerations too little thought of in the connection. The pa- 
rent requires that the teacher should include in the programme 
of his instructions, manners and manliness, and womanliness, 
and propriety; but the future in relation to the pupil, and the 
pupil's probable relation to the future, are rarely regarded with 
sufficient interest. Nor are the probabilities in the future of a 
maturing generation, the subjects of as difficult estimation as 
16 



122 

they are supposed to l>e. At the present time we apprehend a 
certain condition of the future of our country's history; hence 
our anxiety that the youth of the present period should be pre- 
pared for its probabilities and emergencies. So is it, in a 
degree with every period of history. The coming events al- 
ways, with more or less distinctness, cast their shadows before 
them. It were wisdom, therefore, in those who are passing 
off the stage, to prepare those who are coming upon it for the 
duties and obligations that await them. At maturity the sub- 
ject of the parent's and teacher's interest must in some way or 
other enter society, — the boy into business and politics, — the 
girl into the domestic relations. The great consideration in 
reference to both should be, whether they shall operate for 
the benefit, or the damage of their associations, and in their 
sphere, to the nation. 

It is no light task that is imposed upon the teacher of Ameri- 
can youth. The sovereign of a free republic is a man of power 
in his sphere. His obligations are peculiar in the elevated 
character of their responsibility, and he ought to be well pre- 
pared for the service the state and the general government ex- 
pect him to render them. He has obligations to his country 
which are of most important character. He has obligations to 
society which, besides their social and domestic relations, have 
their reference to the peculiar character of his obligations 
to the government. He is a freeman — the citizen of a free 
republic; and while he acts for himself, he acts for the com- 
munity, for the state and for the nation. Included in his 
patriotism is the service he is to render to his God, as well as 
that which he is to perform for his country. It is no trifling 
consideration, with the conscientious and faithful teacher, 
whether the subject of his study, and toil, and anxiety, is to act 
the part of the true patriot, or that of the traitor; whether he is 
to be an honor to his country and his God, or a disgrace to 
himself, his family and his national associations. To prepare 
such a subject for the proper performance of his duties, as a 
citizen, and as a man, requires a high order of talent, great con- 
sideration and much faithful and persevering application. The 
office of such rearing is by no means a sinecure. It is replete 
with responsible and distinguished duty, and contains within 



123 

itself the means of the most gratifying remuneration. The cost 
of its success is eternal watchfulness and application. The 
meed of honor to he attained is in a faithful service to a sove- 
reign people, and the happiness of heaven. These make up the 
measure of its high reward. 

Individual Teachers place too low an Estimate upon their 
Position and Duties. 

There is a fault in the relation of the teacher and his duties, 
which is so generally admitted as to render it worthy of notice. 
It is in the low estimate which individual teachers sometimes 
place upon their own characters and services, in comparison 
with the multitudes of which a community or a nation may he 
composed. Among the masses, the individual feels that he is 
obscured; so much so that his labors for good or evil are not 
properly regarded. The drop of water appears to be of small 
account in the cloud or in the ocean; but were it not for the drop, 
neither the cloud nor the ocean could exist. The individual of 
the community, or of the state, or the nation, may be of small 
account in his isolation; he may be entirely too insignificant 
for consideration; but it is not only true, that without the 
individual, the community, or the state, or nation, could not 
exist, but the most obscure and apparently insignificant must 
be of some consideration, and able to render some service to 
the community, and through the community to the state, and 
through the state to the nation. In regard to the work of 
education, this low estimate of the character and service of the 
individual is a manifest wrong. The boy or the girl of the 
school, is to become the man or the woman of society; and in 
society they are to occupy places of more or less importance, 
the duties of which they ought to be educated to discharge, 
with credit to themselves and their instructors, and with 
advantage to their associations. In the boy, there may be a 
future Washington, or a Napoleon, or a Howard; in the girl, a 
Semiramis, or a Florence Nightingale. But what if such 
should not be the result, and if the pupils of the school are to 
become nothing more than ordinary members of society? They 
must have their obligations to meet, and their duties to per- 



124 

form. They must become actors amid the busy scenes of life, 
in some of its departments, and useless, indeed, will their 
education be, if they should be turned out as mere ciphers and 
capable of neither benefit nor damage to their associations. It 
is a matter of the very first importance that the teacher should 
ever keep in mind the idea of the citizen, or the actor in 
society, that he is to make of his pupil. In view of the high 
responsibility involved in the issue, he should remember' that 
he is preparing his charge to meet the demands that the future 
may have upon his character and services. Ambition to excel 
in worthiness of character and labor, should not only be en- 
couraged among the little community of the school room; but 
it should be rendered, by the teacher's efforts, the precursor of 
the same kind of distinction in the associations of matured life. 

Time for Action. 

It is certainly full time, in the history of education in our 
country, that the system upon which it ought to be conducted 
should be evolved and matured, and that the purpose — the end 
to be accomplished by it, should be thoroughly and intimately 
identified with its pursuit. The teacher, howsoever obscure 
may be the field of his labors, and howsoever humble his pre- 
tentions to ability, is engaged in the important work of mould- 
ing the mind and character of this great nation. To this duty 
must be added the higher obligation of preparing the subject for 
the intelligent worship of his God. The duty is one of highest 
moment, and the teacher ought to know it; and he ought to 
appreciate and feel it. He ought to weigh in frequent thought, 
and well, his place and its responsibilities, and to look forward 
upon the probable issue in the men or the women he is engaged 
in rearing. Much of the labor of education that has no regard 
to the future, is lost. It fails in its impress upon the pupil, 
because it is not associated with the duties and obligations of 
practical life. The education of the child is to be the treasure 
of his maturity. It is provided for use in coming time, and 
the faithful teacher will follow his charge in earnest reflections 
through the probabilities of his future career, and he will 
encourage him to use and mature his knowledge as he attains 



125 

it, that he may employ it with more freedom and to better 
advantage in the labors of after life. 

Conclusion. 

Grentlemen and ladies of the Association: — I have endeavored, 
feebly although it has been done, to direct your attention to the 
nature of our organization, the important position we have 
assumed, and the duties and responsibilities which are naturally 
connected with that position. As a national association, the 
nation has a right to expect our service in the important rela- 
tion in which we have voluntarily placed ourselves. Our 
service involves the preparation of the youth of the republic to 
become citizens of the republic; and to support and sustain its 
free institutions. The result of that service is to appear in the 
various conditions of life in which the citizens of a free govern- 
ment may operate. These conditions involve the executive 
departments of our state and general governments; our halls of 
state and* national legislation, and all the'relations of jarofes- 
sional life, of business and of labor. We impart the instruc- 
tion that gives knowledge. We draw out the intelligence that 
educates. We mould the character that becomes active for 
good or evil upon society and upon the nation. What position 
of higher importance, and involving greater responsibilities, is 
it possible for any association to occupy? To meet the obliga- 
tions our position imposes, and the position we have assumed, 
will require all the talent we can gather into our organization, 
and all the labor we can concentrate upon the service. Union 
for labor, and labor in union, is the motto that suits us. A 
place and its labor should be appointed for every man and 
woman of the society. And every man and woman of the 
society should be in the place, and engaged in the labor so 
appointed. When the great field of our efforts shall be thus 
occupied and wrought upon, we may expect, in the gathering 
in of the harvest, to witness its abundant profits. 

In systematizing the process of our labor in the education of 
youth, and awakening the government and the people to a 
proper consideration of its interests and success, we shall start 
a new era in the enterprize, and perform a permanent service 



126 

to our beloved country and to mankind. Let no individual 
member of the Association, imagine for a moment that his 
labors and counsel are not needed in the great issue we propose 
to bring about. The particle is necessary to the working of 
the cloud that pours its torrents upon the earth, and the drop 
for the movement of the mighty ocean that sweeps in its 
terrible majesty in our view, bearing upon its bosom the navies 
of the nations, and effecting the interchanges of the commerce 
of the world. As individual men and women, we may accom- 
plish comparatively but little, but in our concentrated strength, 
and under the blessings of Heaven, we may be equal to the 
immensity of the task we have undertaken, and the completion 
of which is required in our organization. Our encouragement, 
and the assurance of our success, are in the union of our ener- 
gies and labors. They appear before us in the future of our 
history, in the intelligence, the prosperity, and happiness of 
the untold millions of freemen that shall rejoice in the bless- 
ings of a free and united government. The work is of fearful 
magnitude, but it may be readily accomplished. The' issue is 
of momentous consequence, but it may be determined with cer- 
tainty. The teacher may perform the required service; the 
people may be educated. The republic may be saved; — its 
benefits and blessings may be perpetuated, and untold millions 
of the free, in future generations, may possess and enjoy them. 



